year 1112 subject handbook 2019-2020 · • an integrated service and justice approach including a...

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St Ursula’s College Senior Handbook – 2019-2020

T A B L E O F C O N T E N T S INTRODUCTION

Culture Statement .................................................................................................................................................................. 2 St Ursula’s College Framework for Curriculum and Learning ................................................................................................... 3 Academic Care ....................................................................................................................................................................... 6 The Senior Curriculum ............................................................................................................................................................ 7 Learning Options .................................................................................................................................................................. 11

THE ARTS

Dance ................................................................................................................................................................................... 16 Drama .................................................................................................................................................................................. 18 Film, Television and New Media .......................................................................................................................................... 20 Music .................................................................................................................................................................................... 22 Music Extension ................................................................................................................................................................... 24 Visual Art ............................................................................................................................................................................. 27 Media Arts in Practice .......................................................................................................................................................... 29 Visual Art in Practice ............................................................................................................................................................ 31

ENGLISH

English .................................................................................................................................................................................. 33 Literature .............................................................................................................................................................................. 35 English as an Additional Language ...................................................................................................................................... 37 Essential English ................................................................................................................................................................... 39 Literacy ................................................................................................................................................................................. 41

HEALTH & PHYSICAL EDUCATION Health ................................................................................................................................................................................... 43 Physical Education ................................................................................................................................................................ 45

HUMANITIES

Business ............................................................................................................................................................................... 47 Geography ............................................................................................................................................................................ 49 Legal Studies ........................................................................................................................................................................ 51 Modern History ..................................................................................................................................................................... 53 Tourism ................................................................................................................................................................................ 56

LANGUAGES

French .................................................................................................................................................................................. 58 Japanese .............................................................................................................................................................................. 60

MATHEMATICS

General Mathematics ........................................................................................................................................................... 62 Mathematical Methods ........................................................................................................................................................ 64 Specialist Mathematics ......................................................................................................................................................... 66 Essential Mathematics ......................................................................................................................................................... 68 Numeracy ............................................................................................................................................................................. 70

RELIGIOUS EDUCATION Study of Religion .................................................................................................................................................................. 72 Religion and Ethics ............................................................................................................................................................... 74

SCIENCE

Biology ................................................................................................................................................................................. 76 Chemistry ............................................................................................................................................................................. 78 Physics .................................................................................................................................................................................. 80

TECHNOLOGY Design .................................................................................................................................................................................. 82 Fashion ................................................................................................................................................................................. 84

VOCATIONAL EDUCATION Certificate II in Hospitality .................................................................................................................................................... 86 Certificate III in Business ...................................................................................................................................................... 88 Certificate III in Fitness ......................................................................................................................................................... 89 TAFE Courses, Private Training Providers, School Based Traineeships & Apprenticeships .................................................... 97


CULTURE STATEMENT

St Ursula’s College, a Catholic educational and residential community in the Ursuline tradition, is dedicated to the education and care of young women. We strive to create learning opportunities that will encourage students to take responsibility for their own thinking and learning, so that they may become more resourceful and empathetic young women who seek:

• the development of a personal faith and spirituality • participation and leadership in all facets of today’s and tomorrow’s world. The challenge for all is to model relationships within and beyond our community based on:

• mutual respect • tolerance and acceptance • care for the individual and the environment • interdependence and collaboration • service

so that our students, growing in wisdom, justice and integrity will contribute responsibly to their own transformation and that of society.


COLLEGE FRAMEWORK FOR CURRICULUM AND LEARNING

At St Ursula’s College, ‘curriculum’ embodies all of the learning experiences of our students, both inside and outside of the classroom. All learning experiences are designed for a girl’s education within a community that is connecting with life in the twenty-first century. Transformative Learning for Young Women

Learning at St Ursula’s College is framed as ‘transformative learning’ for contemporary young women within the context of a hopeful and faith-filled community. At St Ursula’s College “…we actively foster a love of learning for a lifetime of purposeful engagement in the world of the twenty-first century. Teaching is learner-centred. The potential of each learner is nurtured and challenged to enable full and transformative participation in the world.” (College Strategic Plan: 2011-2015: p.6) Students and teachers seek learning opportunities that embrace positive change (transformation); emphasise our connection with the sacred, with others and with our world; and challenge us to service, reflection and action. Our community connects with life through

• Confident Innovation • Reflection and Responsiveness • Individuality and Interdependence • Service and Justice

… KEY CHARACTERISTICS OF TEACHING & LEARNING AT ST URSULA’S COLLEGE:

• A vibrant Professional Learning Community that seeks learner-focused pedagogical excellence

• An integrated holistic approach with a focus on academic rigor and deep disciplinary learning

• A diverse curriculum with emphasis on design, creativity and collaboration • Learning that foregrounds the importance of caring for the individual and relationships

based on mutual respect, tolerance and acceptance • An integrated service and justice approach including a particular emphasis on women,

the environment and future sustainability • Innovative, sustainable approaches to enhancing the human, physical and technological

resources that will support twenty-first century thinking and learning


… TRANSFORMATIVE LEARNING AT ST URSULA’S COLLEGE

Key objectives:

• Transforming self: From girl to young woman - connecting spiritually, intellectually, socially

Each student is viewed as a unique individual whose journey through St Ursula’s College will foster strong academic and thinking skills, self-discovery and personal integrity.

We will nurture, guide and challenge her to:

o Learn with the heart as well as the mind o Develop her personal faith and spirituality o Understand that learning can be both rigorous and enjoyable; that it is lifelong

and life-wide o Take personal responsibility for her own learning so that she may reach her

highest potential o Discover and develop her individual interests, gifts and talents - creative, vocational,

intellectual, physical and social o Focus on the attitudes and perceptions and habits of mind that enable positive and

productive thinking and learning o Learn collaboratively with respect for others’ background, ideas and perceptions o Think deeply and critically, respond reflectively and innovate confidently o Extend and refine her knowledge and skills so that she may become a well-informed,

highly skilled and confident contributor to her world o Use her knowledge and skills meaningfully in the service of others, her community and

her world

• Transforming her community: Young women - connecting & contributing

Each student at St Ursula’s College is an integral member of the College and wider community – a hopeful and faith-filled community that is connecting with life.

We will nurture, guide and challenge her to:

o Develop and foster healthy, life-giving relationships for personal and communal resilience

o Be responsive to, and affirming of, the stories, skills and talents of others o Respect and celebrate diversity – one’s own individuality, the individuality of others and

the value of interdependence o Integrate and extend her knowledge, understanding and skills through meaningful

relationships with others and within her community o Seek, initiate and engage with service learning opportunities o Confidently seek innovative solutions to community issues – particularly with respect to

issues of justice, sustainability, the environment and women


o Become a resourceful and empathetic young woman who seeks participation and leadership in her community

o Know, tell and celebrate the core stories of our community … the stories of Jesus, St Ursula, Angela Merici, the College and the Ursuline story

o Understand her place, responsibility and potential as a member of the global community of Ursuline educated young women

o Seek authentic links and partnerships within the College community, the community of Ursuline schools and her wider community

• Transforming her world: Young women making a difference – connecting with life

Learning at St Ursula’s College is designed to equip each young woman with the desire, confidence, knowledge and skills for purposeful engagement in her world – initially as a student but primarily for life beyond school.

We will nurture, guide and challenge her to be:

o A resourceful and empathetic young woman who seeks participation and leadership in the world beyond school

o A capable and confident young woman who continually seeks opportunities for lifelong and lifewide learning and service

o A young woman, who discovers, sustains and celebrates positive life-giving relationships o A woman whose life work incorporates service, justice, sustainability, care for others and

the environment o A woman who seeks to empower and enable others to transform themselves, their

community and their world o A woman of wisdom, justice and integrity who is purposefully connecting with others

and with life - in all its diversity, richness and most sacred forms. The St Ursula’s College Curriculum and Learning Framework underpins all curriculum decision-making and planning processes. As we seek to fulfil these objectives, we build upon the legacy and example of St Angela Merici. As Angela faced new challenges by looking for new and transformative possibilities, so too is the St Ursula’s College community called to ensure that the young women in our care are offered a nurturing, challenging and hopeful educational environment so that they can learn, grow and develop the skills and confidence to positively transform their world.


ACADEMIC CARE At St Ursula’s College education is focused on both the heart and mind and therefore we believe girls learn best when they feel safe, nurtured and valued. One of the important ways we address this is by the value we place on the role of Academic Care in the College. It underpins all we do both within the classroom and outside. It is the College’s response to the understanding that each student and her development are the focus of all activities which take place in the College.

To ensure that your daughter is supported and encouraged in all aspects of her development,pastoral care and academic progress are inextricably linked through the Academic Care structures that are in place.

The Pastoral Care teacher is a very important part of this structure – this person is the link between home and the College. This person meets with students on a daily basis to work on helping them to become responsible, autonomous people who are able to achieve and maintain quality relationships.

Each year group has a Head of Year that aims to develop quality learning environments where students enjoy learning, are motivated, self-directed and feel empowered to take risks as learners. They provide learning experiences and activities that develop relationships that allow all students to feel valued, safe and supported and encourage and promote opportunities for students to develop leadership skills, and support student involvement in other aspects of College life, e.g. Service groups.

A team of staff including Head of Academic Care, Heads of Year are ably assisted by our College Counsellors, Learning Support staff (including ESL), Careers Adviser and Vocational Education Co-ordinator.

Our goal for your daughter is that she feels valued and safe at the College and in the greater community. We aim to achieve this by providing her with a skill set that includes resilience, confidence, interdependence, respect for others and themselves. We hope she will become more resourceful and empathetic as she navigates her way through high school life.


THE SENIOR CURRICULUM The senior curriculum builds on the solid educational foundations students have experienced at St Ursula’s College. The extensive junior curriculum and dedicated teachers have provided opportunities for balanced and broad experiences and also cater for individual needs, gifts and talents. Students are better prepared to seek subjects and experiences in the senior school that will optimise their skills and talents, provide scope for increased depth and specialisation, and prepare them well for future career pathways. The senior curriculum at St Ursula’s College is multi-faceted and allows significant opportunity for choice and flexibility. Each student is encouraged and challenged to do her best and to be her best. In order to make the most of available opportunities it is important for each student to map out a personal learning pathway through the senior phase of schooling. Much reflection, planning, information and advice is necessary to facilitate decision-making as students search for pathways through the senior phase of learning. In making choices for the senior phase of learning it is important to identify learning types/pathways/subjects which: o you enjoy

o reflect your ability and/or aptitude

o reflect your interests

o meet the prerequisites of your intended pathway

o provide appropriate challenge and engagement … to stretch your boundaries … to make the most of your capabilities

o allow you to meet your career and employment goals

o keep your options open

o develop skills, knowledge and attitudes useful throughout life

o strike a balance

o allow time for you to meet your outside school commitments

It is important to choose carefully as your decisions may affect the types of occupations you choose in the future, your success at school and your feelings about school. Even though there are many factors to consider, choosing your course of study can be made easier if you go about the task calmly and logically, and follow a set of planned steps.


… STAGES IN THE SENIOR PHASE OF LEARNING Listed below are the key aspects and stages of the senior phase of learning. 1. Career Planning 2. Registration 3. Learning Account 4. Possible Year 12 Outcomes:

! Statement of Results ! Queensland Certificate of Education (QCE) ! Australian Tertiary Admission Rank (ATAR) ! Queensland Certificate of Individual Achievement (QCIA) ! Vocational Education and Training (VET) Certificate/s

1. Career Plan

Each student needs to identify and plan what she will study during the Senior Phase of Learning. At St Ursula's this planning formally begins in Year 10 when students engage with the Career Avenues testing and interview process and start to formulate their Senior Education & Training Plan (SET Plan). St Ursula's College, students and parents work together on the formulation and development of the SET plan.

2. Registration

Registration for the QCE (Queensland Certificate of Education) occurs when students are enrolled in Year 10, either at St Ursula's College or any Queensland secondary school. The Queensland Curriculum and Assessment Authority (QCAA) maintains records including name, address, date of birth, sex and the Intended Learning Option (ILO). Registration automatically opens an individual learning account and a Learner Unique Identifier (LUI) is allocated to each student. At St Ursula's College students are registered through the central administration system by the College staff.

3. Learning Account

An individual, online learning account records a student's progress towards a Queensland Certificate of Education (QCE). It records what, where and when learning is undertaken during the senior phase of learning and the results that have been achieved. The learning account is viewed online through the Student Connect website at www.studentconnect.qcaa.qld.edu.au. The Learning Account remains "open" for nine years from first registration. To access their account, students need their LUI (Learner Unique Identifier) number and password.

4. Possible Year 12 Outcomes

Year 12 students are eligible to achieve one or more of the following:

> a Statement of Results: This reports all learning undertaken and the results achieved during the senior phase of learning.

> a QCE (Queensland Certificate of Education):This confirms a significant amount of learning at a set standard, which meets literacy and numeracy requirements.

> an Australian Tertiary Admission Rank (ATAR): 2000 point scale (99.95 to 0). This indicates a measure of ATAR student's overall position compared to other ATAR students.

> a QCIA (Queensland Certificate of Individual Achievement):This certifies achievements by students with special needs on individualised learning programs.

> a VET Certificate (Vocational Education & Training):This certifies competence in a course or qualification level for an area of Vocational Education and Training.


… QUEENSLAND CERTIFICATE OF EDUCATION

Legal Requirements for Young Queenslanders

• students stay at school until they finish Year 10 or turn 17, whichever comes first • after that, if not working at least 25 hours per week, young people need to: • stay in education or training for 2 more years

- get a QCE - get a Certificate III vocational qualification or higher - turn 17, whichever comes first

• there is an exception for young people working at least 25 hours per week • all young people must be registered with the QCAA in Year 10 or in the year before turning 16

Why a Queensland Certificate of Education?

The QCE: • aims to meet everyone’s needs, including those students who would normally have left

school after Year 10 • is not a “one size fits all” approach to learning • is about tailoring a package of learning, i.e. what, when and how each individual student

learns to meet their individual needs

How does the QCE work?

• a significant amount of learning • at a set standard of achievement • a literacy and numeracy requirement • greater flexibility in

– what – where – when learning can occur

• based on students successfully completing20 credits

A significant amount of learning The student has achieved: - 20 credits - a minimum of 12 credits from completed core courses - an additional 8 credits from a combination of core, preparatory, enrichment, advanced

courses of study - the requirement for literacy and numeracy

Find out more about the QCE

Contact the Queensland Curriculum and Assessment Authority: Web www.qcaa.qld.edu.au Phone (07) 3864 0299 Email [email protected]


LEARNING OPTIONS AVAILABLE IN THE SENIOR PHASE OF LEARNING AT ST URSULA'S COLLEGE

1. General Subjects (ATAR Subjects)

General Mathematics Film, Television & New Media

Mathematical Methods Music

Specialist Mathematics Visual Art

English Health

Literature Physical Education

Geography Physics

Legal Studies Chemistry

Modern History Biology

Business Study of Religion

Design

French

Japanese Dance

Drama 2. Applied Subjects

Essential Mathematics Media Arts in Practice

Essential English Visual Arts in Practice

Fashion Religion & Ethics

Tourism

3. General Extension Subjects (ATAR Subjects)

Music Extension Units 3 and 4 ONLY

4. Short Courses

Numeracy

Literacy

5. Vocational Education and Training Qualifications

Registered Training Organisation Delivering St Ursula’s College, Toowoomba (30031) SIT30316 Certificate II in Hospitality Binnacle Training (31319) BSB30115 Certificate III in Business Binnacle Training (31319) SIS30115 Certificate III in Fitness

SIS20115 Certificate II in Sport and Recreation

6. School-Based Traineeships/Apprenticeships (SBA)

School-based apprenticeships and traineeships allow students to train and do paid work in the chosen traineeship or apprenticeship area while still at school and will contribute up to 8 credits towards the QCE. As well as paid work, the trainee will undertake extra training


to build on the skills learned at work and at school. This formal training may be delivered at work, at school or at a TAFE or a private training college. The mode of delivery can vary depending on the training provider. What are the benefits of a School-Based Traineeship or Apprenticeship? • Credit towards a QCE • A head start in the job market • Completion or progress towards the completion of a vocational qualification • Paid employment for the time spent at work • Training with a registered training organisation • A smoother transition from school to work • First-hand experience in the industry • Vocational qualification as a pathway to tertiary education, such as diploma courses

Further, the following should be noted: • A school-based traineeship or apprenticeship requires a training agreement to be

signed. This is a contract committing the trainee and the employer to the apprenticeship or traineeship.

• The traineeship may be completed after Year 12. An apprenticeship will be completed after school.

• Transport to work and/or training in and out of school hours may be an added cost and is the responsibility of the student.

• Students who enrol in a School-Based Traineeship or Apprenticeship will consult with the VET Coordinator and Head of Year to obtain a study line.

Students interested in pursuing a SBA should do the following:

(a) Find out what school-based apprenticeships and traineeships there are to choose from. There are many new ones!

(b) Talk to people working in different jobs to find out about the skills they use and where they work.

(c) Get advice from College staff who can help – eg Vocational Education & Training Coordinator; Careers Adviser; Head of Year.

(d) Get experience in the areas you are interested in through volunteer, part-time or holiday jobs or through work experience, structured work or industry placement.

7. TAFE TAFE Queensland Darling Downs and Southwest offers a variety of Certificate II, Certificate III and Accelerate qualifications through the TAFE in Schools program. There are fees associated with some courses. Enrolment is usually in Term 3 of the previous year. Most courses start in Year 11 and continue throughout Year 12; however, some are only one year in duration.

8. University Courses These are available to students on approval of application and as per arrangement with USQ – eg the "Head Start" program and the Accelerated Biomedical Sciences program.

9. Work Experience

Students are encouraged to undertake some work experience. Students usually arrange their own employer, in consultation with our Vocational Education and Training Coordinator, for approximately one week of work experience. This is usually during the school holidays. Work experience allows students to gain an awareness of the work to be performed within a particular role. The College covers insurance and workers’


compensation costs for employers. A letter outlining the program is available to students and prospective employers.

Industry placement is a requirement of most VET qualifications. The hours and length of time may vary depending on the requirements of the training package and VET staff will discuss this in detail with the students. Students will be required to complete an Industry Training Log Book to record experience and for the employer to verify and sign off.

10. Other

St Ursula's College is keen to support flexibility and offer opportunities to suit needs of our students when suitable resources are available.

PLANNING YOUR PATHWAY

At the College, we acknowledge the different pathways and aspirations of the diverse needs of our learners. Therefore, the number of subjects studied may vary depending on each student’s needs and goals. We actively encourage all stakeholders to engage in conversations that will be formalised in the SET plan interviews which shall occur in Semester Two, 2018 to help clearly identify the best pathways for each learner. There are some MANDATORY subject parameters for St Ursula’s Students entering Year 11 in 2019.

• Must complete Units 3 and 4 of an English Subject (ATAR requirement) • Must complete either Study of Religion or Religion and Ethics • Must meet Literacy and Numeracy requirement

With this recognised, we ask that students select from ONE of the THREE subject combination options outlined as follows: OPTION 1 (ATAR STUDENTS)

• 6 General Subjects + Religion and Ethics OR

• 5 General Subjects + Study of Religion +Study OR

• 6 Subjects (combination of 5 General +1 Applied or VET Certificate {III of higher}) + Religion and Ethics

OR • 6 Subjects (combination of 5 General +1 Applied or VET Certificate {III of higher})

where 1 General is Study of Religion OPTION 2 (Individually Negotiated Pathway: students negotiate to study five subjects to be ATAR eligible

• Must select either Study of Religion OR Religion and Ethics • Must understand that English will be used in the ATAR calculation if the student is

only studying 5 subjects • Must have a clearly articulated ATAR pathway • Must have College Principal to sign agreement

OPTION 3 (Non-ATAR students)

• Religion and Ethics+ Combination of General/Applied and Vocational Education Offerings


FURTHER INFORMATION 1. Support People at St Ursula's College

There are many people available to assist you at the College. They include the following:

– Deputy Principal – Heads of Year – Careers Adviser – Vocational Education & Training Coordinator – Pastoral Care Teacher – Subject Teachers and Heads of Faculty – Learning Support Coordinator – Assistant Principal – Pastoral Relationships – College Counsellor

2. Useful Websites The following sites can provide useful information, and lead you to other sites:

• Queensland Curriculum Assessment Authority: http://www.qcaa.qld.edu.au • QTAC: http://www.qtac.edu.au • My Future: http://www.myfuture.edu.au • TAFE Queensland: http://www.tafe.qld.gov.au • St Ursula’s College Careers Website: This website has excellent links to related

resources http://www.st-ursulacareers.com/

6. Assessment Policy

All students are supplied with the College Assessment Policy in their College Diary. PLEASE NOTE that, as per QCAA Guidelines, assessment tasks must be submitted ON or BEFORE the Due Date and students must fulfil all requirements of the course to gain credit for QCE or have the subject count towards ATAR/STATEMENT OF RESULTS. The Senior Assessment Policy is included in student diaries. IMPORTANT NOTE Although all proposed subjects have been listed in this handbook, courses offered will be dependent upon adequate resourcing, the numbers of students choosing the subject and current accreditation/registration. In order for some subjects to run, it may be that there will be a composite class of Year 11 and Year 12 students.


THE ARTS SUBJECTS OFFERED

General • Dance • Drama • Film, Television & New Media • Music • Music Extension (Composition) • Music Extension (Musicology) • Music Extension (Performance) • Visual Art

Applied • Media Arts in Practice • Visual Arts in Practice

D A N C E General Senior Subject

Dance fosters creative and expressive communication. It uses the body as an instrument for expression and communication of ideas. It provides opportunities for students to critically examine and reflect on their world through higher order thinking and movement. It encourages the holistic development of a person, providing a way of knowing about oneself, others and the world. Students study dance in various genres and styles, embracing a variety of cultural, societal and historical viewpoints integrating new technologies in all facets of the subject. Historical, current and emerging dance practices, works and artists are explored in global contexts and Australian contexts, including the dance of Aboriginal peoples and Torres Strait Islander peoples. Students learn about dance as it is now and explore its origins across time and cultures. Students apply critical thinking and literacy skills to create, demonstrate, express and reflect on meaning made through movement. Exploring dance through the lens of making and responding, students learn to pose and solve problems, and work independently and collaboratively.

They develop aesthetic and kinaesthetic intelligence, and personal and social skills.

Pathways A course of study in Dance can establish a basis for further education and employment in the field of dance, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research, and science and technology.

Objectives By the conclusion of the course of study, students will: • demonstrate an understanding of dance

concepts and skills

• apply literacy skills

• organise and apply the dance concepts

• analyse and interpret dance concepts and skills

• apply technical skills

• realise meaning through expressive skills

• create dance to communicate meaning

• evaluate dance, justifying the use of dance concepts and skills.


Structure

Unit 1 Unit 2 Unit 3 Unit 4

Moving bodies How does dance communicate meaning for different purposes and in different contexts?

• Genres: - Contemporary - at least one other genre • Subject matter: - meaning, purpose and

context - historical and cultural

origins of focus genres

Moving through environments How does the integration of the environment shape dance to communicate meaning? • Genres: - Contemporary - at least one other genre • Subject matter: - physical dance

environments including site-specific dance

- virtual dance environments

Moving statements How is dance used to communicate viewpoints? • Genres: - Contemporary - at least one other

genre • Subject matter: - social, political and

cultural influences on dance

Moving my way How does dance communicate meaning for me?

• Genres: - fusion of

movement styles • Subject matter: - developing a

personal movement style

- personal viewpoints and influences on genre

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative assessments

Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Performance

20%

Summative internal assessment 2 (IA2): • Choreography

20%

Summative internal assessment 3 (IA3): • Project — dance work

35%

Summative external assessment (EA): 25% • Examination — extended response


D R A M A General Senior Subject Drama fosters creative and expressive communication. It interrogates the human experience by investigating, communicating and embodying stories, experiences, emotions and ideas that reflect the human experience. It engages students in imaginative meaning-making processes and involves them using a range of artistic skills as they make and respond to dramatic works. Students experience, reflect on, understand, communicate, collaborate and appreciate different perspectives of themselves, others and the world in which they live. They learn about the dramatic languages and how these contribute to the creation, interpretation and critique of dramatic action and meaning for a range of purposes. They study a range of forms, styles and their conventions in a variety of inherited traditions, current practice and emerging trends, including those from different cultures and contexts. Students learn how to engage with dramatic works as both artists and audience through the use of critical literacies. The study of drama develops students’ knowledge, skills and understanding in the making of and responding to dramatic works to help them realise their creative and expressive potential as individuals. Students learn to pose and solve problems, and work independently and collaboratively.

Pathways A course of study in Drama can establish a basis for further education and employment in the field of drama, and to broader areas in creative industries and cultural institutions, including arts administration and management, communication, education, public relations, research and science and technology.

Objectives By the conclusion of the course of study, students will: • demonstrate an understanding

of dramatic languages


• apply and structure dramatic languages

• analyse how dramatic languages are used to create dramatic action and meaning

• interpret purpose, context and text to communicate dramatic meaning

• manipulate dramatic languages to create dramatic action and meaning

• evaluate and justify the use of dramatic languages to communicate dramatic meaning

• synthesise and argue a position about dramatic action and meaning.

Structure


Share How does drama promote shared understandings of the human experience? • cultural inheritances

of storytelling • oral history and

emerging practices • a range of linear and

non-linear forms

Reflect How is drama shaped to reflect lived experience? • Realism, including

Magical Realism, Australian Gothic

• associated conventions of styles and texts

Challenge How can we use drama to challenge our understanding of humanity? • Theatre of Social

Comment, including Theatre of the Absurd and Epic Theatre

• associated conventions of styles and texts

Transform How can you transform dramatic practice? • Contemporary

performance • associated

conventions of styles and texts

• inherited texts as stimulus



Unit 3 Unit 4


20%

Summative internal assessment 2 (IA2): • Project — dramatic concept

20%

Summative internal assessment 3 (IA3): • Project — practice-led project

35%



F I L M , T E L E V I S I O N & N E W M E D I A General Senior Subject Film, Television & New Media fosters creative and expressive communication. It explores the five key concepts of technologies, representations, audiences, institutions and languages. Students learn about film, television and new media as our primary sources of information and entertainment. They understand that film, television and new media are important channels for educational and cultural exchange, and are fundamental to our self-expression and representation as individuals and as communities. Students creatively apply film, television and new media key concepts to individually and collaboratively make moving-image media products, and investigate and respond to moving-image media content and production contexts. Students develop a respect for diverse perspectives and a critical awareness of the expressive, functional and creative potential of moving-image media in a diverse range of global contexts. They develop knowledge and skills in creative thinking, communication, collaboration, planning, critical analysis, and digital and ethical citizenship.

Pathways A course of study in Film, Television & New Media can establish a basis for further education and employment in the

fields of information technologies, creative industries, cultural institutions, and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, film and television, and public relations.

Objectives By the conclusion of the course of study, students will: • explain the features of moving-image

media content and practices

• symbolise conceptual ideas and stories

• construct proposals and construct moving-image media products


• analyse moving-image products and contexts of production and use

• structure visual, audio and text elements to make moving-image media products

• experiment with ideas for moving-image media products

• appraise film, television and new media products, practices and viewpoints

• synthesise visual, audio and text elements to solve conceptual and creative problems.

Structure


Foundation • Concept: technologies How are tools and

associated processes used to create meaning?

• Concept: institutions How are institutional

practices influenced by social, political and economic factors?

• Concept: languages

Story forms • Concept:

representations How do representations

function in story forms?

• Concept: audiences How does the

relationship between story forms and meaning change in different contexts?

Participation • Concept: technologies How do technologies

enable or constrain participation?

• Concept: audiences How do different

contexts and purposes impact the participation of individuals and cultural groups?

Identity • Concept: technologies How do media artists

experiment with technological practices?

• Concept: representations

How do media artists portray people, places, events, ideas and emotions?


How do signs and symbols, codes and conventions create meaning?

• Concept: languages How are media

languages used to construct stories?

• Concept: institutions How is participation in

institutional practices influenced by social, political and economic factors?

• Concept: languages How do media artists

use signs, symbols, codes and conventions in experimental ways to create meaning?

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative Assessments

Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Case study investigation

15%

Summative internal assessment 2 (IA2): • Multi-platform project

25%

Summative internal assessment 3 (IA3): • Stylistic project

35%



M U S I C General Senior Subject Music fosters creative and expressive communication. It allows students to develop musicianship through making (composition and performance) and responding (musicology). Through composition, performance and musicology, students use and apply music elements and concepts. They apply their knowledge and understanding to convey meaning and/or emotion to an audience. Students use essential literacy skills to engage in a multimodal world. They demonstrate practical music skills, and analyse and evaluate music in a variety of contexts, styles and genres.

Pathways A course of study in Music can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology.

Objectives

By the conclusion of the course of study, students will: • demonstrate technical skills

• explain music elements and concepts

• use music elements and concepts

• analyse music

• apply compositional devices


• interpret music elements and concepts

• evaluate music to justify the use of music elements and concepts

• realise music ideas

• resolve music ideas.

Structure


Designs Through inquiry learning, the following is explored: How does the treatment and combination of different music elements enable musicians to design music that communicates meaning through performance and composition?

Identities Through inquiry learning, the following is explored: How do musicians use their understanding of music elements, concepts and practices to communicate cultural, political, social and personal identities when performing, composing and responding to music?

Innovations Through inquiry learning, the following is explored: How do musicians incorporate innovative music practices to communicate meaning when performing and composing?

Narratives Through inquiry learning, the following is explored: How do musicians manipulate music elements to communicate narrative when performing, composing and responding to music?



Unit 3 Unit 4


20%

Summative internal assessment 2 (IA2): • Composition

20%

Summative internal assessment 3 (IA3): • Integrated project

35%

Summative external assessment (EA): 25% • Examination


M U S I C E X T E N S I O N (Composition) General Senior Subject Music Extension (Composition) is an extension of the Music General senior syllabus. It provides an opportunity for students with specific abilities in music to extend their expertise. Students select one specialisation only, and follow an individual program of study designed to continue the development of refined musicianship skills. Music Extension encourages students to investigate music concepts and ideas relevant to their specialisation. In the Composition specialisation (making), students create and resolve new music works. They demonstrate use of music concepts and manipulate music concepts to express meaning and/or emotion to an audience through resolved compositions.

Pathways A course of study in Music Extension can establish a basis for further education and employment in the fields of arts administration, communication, education, creative industries, public relations and science and technology.

Objectives By the conclusion of the course of study, students will: • apply literary skills

• evaluate music and ideas about music

• examine music and ideas about music

• express meaning, emotion or ideas about music

• apply compositional devices

• manipulate music elements and concepts

• resolve music ideas. Structure

Unit 3 Unit 4

Explore • Key idea 1: Initiate best practice • Key idea 2: Consolidate best practice

Emerge • Key idea 3: Independent best practice

Assessment In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative Assessments

Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Composition 1

20%

Summative internal assessment 2 (IA2): • Composition 2

20%

Summative internal assessment 3 (IA3): • Composition project

35%



M U S I C E X T E N S I O N (Musicology) General Senior Subject Music Extension (Musicology) is an extension of the Music General senior syllabus. It provides an opportunity for students with specific abilities in music to extend their expertise. Students select one specialisation only, and follow an individual program of study designed to continue the development of refined musicianship skills. Music Extension encourages students to investigate music concepts and ideas relevant to their specialisation. In the Musicology specialisation (responding), students investigate and analyse music works and ideas. They synthesise analytical information about music, and document sources and references about music to support research.






• analyse music

• investigate music

• synthesise information. Structure

Unit 3 Unit 4



Assessment In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative Assessments

Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Investigation 1

20%


20%

Summative internal assessment 3 (IA3): • Musicology project

35%



M U S I C E X T E N S I O N (Performance) General Senior Subject Music Extension (Performance) is an extension of the Music General senior syllabus. It provides an opportunity for students with specific abilities in music to extend their expertise. Students select one specialisation only, and follow an individual program of study designed to continue the development of refined musicianship skills. Music Extension encourages students to investigate music concepts and ideas relevant to their specialisation. In the Performance specialisation (making), students realise music works, demonstrating technical skills and understanding. They make decisions about music, interpret music elements and concepts, and express music ideas to realise their performances.






• apply technical skills

• interpret music elements and concepts

• realise music ideas.

Structure

Unit 3 Unit 4



Assessment In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E). Summative assessments

Unit 3 Unit 4


20%


20%

Summative internal assessment 3 (IA3): • Performance project

35%

Summative external assessment (EA): 25% •

• Examination — extended response


V I S U A L A R T General Senior Subject

Visual Art provides students with opportunities to understand and appreciate the role of visual art in past and present traditions and cultures, as well as the contributions of contemporary visual artists and their aesthetic, historical and cultural influences. Students interact with artists, artworks, institutions and communities to enrich their experiences and understandings of their own and others’ art practices.

Students have opportunities to construct knowledge and communicate personal interpretations by working as both artist and audience. They use their imagination and creativity to innovatively solve problems and experiment with visual language and expression. Through an inquiry learning model, students develop critical and creative thinking skills. They create individualised responses and meaning by applying diverse materials, techniques, technologies and art processes. In responding to artworks, students employ essential literacy skills to investigate artistic expression and critically analyse artworks in diverse contexts. They consider meaning, purposes and theoretical approaches when ascribing aesthetic value and challenging ideas.

Pathways A course of study in Visual Art can establish a basis for further education and employment in the fields of arts practice,

design, craft, and information technologies; broader areas in creative industries and cultural institutions; and diverse fields that use skills inherent in the subject, including advertising, arts administration and management, communication, design, education, galleries and museums, film and television, public relations, and science and technology.

Objectives By the conclusion of the course of study, students will: • implement ideas and representations


• analyse and interpret visual language, expression and meaning in artworks and practices

• evaluate art practices, traditions, cultures and theories

• justify viewpoints

• experiment in response to stimulus

• create meaning through the knowledge and understanding of materials, techniques, technologies and art processes

• realise responses to communicate meaning.

Structure


Art as lens Through inquiry learning, the following are explored: • Concept: lenses to

explore the material world

• Contexts: personal

Art as code Through inquiry learning, the following are explored: • Concept: art as a

coded visual language

• Contexts: formal and

Art as knowledge Through inquiry learning, the following are explored: • Concept: constructing

knowledge as artist and audience

• Contexts:

Art as alternate Through inquiry learning, the following are explored: • Concept: evolving

alternate representations and meaning


and contemporary • Focus: People, place,

objects • Media: 2D, 3D, and

time-based

cultural • Focus: Codes,

symbols, signs and art conventions

• Media: 2D, 3D, and time-based

contemporary, personal, cultural and/or formal

• Focus: student-directed

• Media: student-directed

• Contexts: contemporary and personal, cultural and/or formal

• Focus: continued exploration of Unit 3 student-directed focus

• Media: student-directed


Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Investigation — inquiry phase 1

15%

Summative internal assessment 2 (IA2): • Project — inquiry phase 2

25%

Summative internal assessment 3 (IA3): • Project — inquiry phase 3

35%



M E D I A A R T S I N P R A C T I C E General Senior Subject Media Arts in Practice focuses on the role media arts plays in the community in reflecting and shaping society’s values, attitudes and beliefs. It provides opportunities for students to create and share media artworks that convey meaning and express insight. Students learn how to apply media technologies in real-world contexts to solve technical and/or creative problems. When engaging with school and/or local community activities, they gain an appreciation of how media communications connect ideas and purposes with audiences. They use their knowledge and understanding of design elements and principles to develop their own works and to evaluate and reflect on their own and others’ art-making processes and aesthetic choices. Students learn to be ethical and responsible users of and advocates for digital technologies, and aware of the social, environmental and legal impacts of their actions and practices.

Pathways A course of study in Media Arts in Practice can establish a basis for further education and employment in a dynamic, creative and global industry that is constantly adapting to new technologies.

Objectives By the conclusion of the course of study, students should: • identify and explain media art-making

processes

• interpret information about media arts concepts and ideas for particular purposes

• demonstrate practical skills, techniques and technologies required for media arts

• organise and apply media art-making processes, concepts and ideas

• analyse problems within media arts contexts

• use language conventions and features to communicate ideas and information about media arts, according to context and purpose

• plan and modify media artworks using media art-making processes to achieve purposes

• create media arts communications that convey meaning to audiences

• evaluate media art-making processes and media artwork concepts and ideas.

Structure The Media Arts in Practice course is designed around core and elective topics.

Core Electives

• Media technologies • Media communications • Media in society

• Audio • Curating • Graphic design • Interactive media • Moving images • Still image


Assessment

For Media Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: • at least two projects, with at least one project arising from community connections

• at least one product, separate to an assessable component of a project.

Project Product Extended response Investigation

A response to a single task, situation and/or scenario.

A technique that assesses the application of skills in the production of media artwork/s.

A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials.

A response that includes locating and using information beyond students’ own knowledge and the data they have been given.

At least two different components from the following: • written: 500–900

words • spoken: 2½–3½

minutes • multimodal - non-presentation: 8

A4 pages max (or equivalent)

- presentation: 3–6 minutes

• product: variable conditions.

• variable conditions Presented in one of the following modes: • written: 600–1000

words • spoken: 3–4 minutes • multimodal - non-presentation: 10


- presentation: 4–7 minutes.

Presented in one of the following modes: • written: 600–1000





V I S U A L A R T S I N P R A C T I C E General Senior Subject

Visual Arts in Practice focuses on students engaging in art-making processes and making virtual or physical visual artworks. Visual artworks are created for a purpose and in response to individual, group or community needs. Students explore and apply the materials, technologies and techniques used in art-making. They use information about design elements and principles to influence their own aesthetic and guide how they view others’ works. They also investigate information about artists, art movements and theories, and use the lens of a context to examine influences on art-making. Students reflect on both their own and others’ art-making processes. They integrate skills to create artworks and evaluate aesthetic choices. Students decide on the best way to convey meaning through communications and artworks. They learn and apply safe visual art practices.

Pathways A course of study in Visual Arts in Practice can establish a basis for further education and employment in a range of fields, including design, styling, decorating, illustrating, drafting, visual merchandising, make-up artistry, advertising, game design, photography, animation or ceramics.

Objectives By the conclusion of the course of study, students should: • recall terminology and explain art-making

processes

• interpret information about concepts and ideas for a purpose

• demonstrate art-making processes required for visual artworks

• apply art-making processes, concepts and ideas

• analyse visual art-making processes for particular purposes

• use language conventions and features to achieve particular purposes

• generate plans and ideas and make decisions

• create communications that convey meaning to audiences

• evaluate art-making processes, concepts and ideas.


Structure The Visual Arts in Practice course is designed around core and elective topics.

Core Electives

• Visual mediums, technologies, techniques • Visual literacies and contexts • Artwork realisation

• 2D • 3D • Digital and 4D • Design • Craft

Assessment

For Visual Arts in Practice, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: • at least two projects, with at least one project arising from community connections

• at least one product (composition), separate to an assessable component of a project.

Project Product Extended response Investigation


A technique that assesses the application of idenified skills to the production of artworks.



A project consists of: • a product component:

variable conditions • at least one different

component from the following

- written: 500–900 words - spoken: 2½–3½

minutes - multimodal ! non-presentation: 8 A4

pages max (or equivalent)

! presentation: 3–6 minutes.

• variable conditions Presented in one of the following modes: • written: 600–1000





words • spoken: 3–4 minutes • multimodal - non-presentation: 10 A4




ENGLISH SUBJECTS OFFERED General

• English • Literature • English as an Additional Language

Applied • Essential English

Short Course • Literacy

E N G L I S H General Senior Subject

English focuses on the study of both literary texts and non-literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied texts. Students are offered opportunities to interpret and create texts for personal, cultural, social and aesthetic purposes. They learn how language varies according to context, purpose and audience, content, modes and mediums, and how to use it appropriately and effectively for a variety of purposes. Students have opportunities to engage with diverse texts to help them develop a sense of themselves, their world and their place in it. Students communicate effectively in Standard Australian English for the purposes of responding to and creating texts. They make choices about generic structures, language, textual features and technologies for participating actively in literary analysis and the creation of texts in a range of modes, mediums and forms, for a variety of purposes and audiences. They explore how literary and non-literary texts shape perceptions of the world, and

consider ways in which texts may reflect or challenge social and cultural ways of thinking and influence audiences.

Pathways A course of study in English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.

Objectives By the conclusion of the course of study, students will: • use patterns and

conventions of genres to achieve particular purposes in cultural contexts and social situations

• establish and maintain roles of the writer/speaker/signer/designer and relationships with audiences

• create and analyse perspectives and representations of concepts, identities, times and places

• make use of and analyse the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions


• use aesthetic features and stylistic devices to achieve purposes and analyse their effects in texts

• select and synthesise subject matter to support perspectives

• organise and sequence subject matter to achieve particular purposes

• use cohesive devices to emphasise ideas and connect parts of texts

• make language choices for particular purposes and contexts

• use grammar and language structures for particular purposes

• use mode-appropriate features to achieve particular purposes.

Structure


Perspectives and texts • Examining and creating

perspectives in texts • Responding to a

variety of non-literary and literary texts

• Creating responses for public audiences and persuasive texts

Texts and culture • Examining and

shaping representations of culture in texts

• Responding to literary and non-literary texts, including a focus on Australian texts

• Creating imaginative and analytical texts

Textual connections • Exploring connections

between texts • Examining different

perspectives of the same issue in texts and shaping own perspectives

• Creating responses for public audiences and persuasive texts

Close study of literary texts • Engaging with literary

texts from diverse times and places

• Responding to literary texts creatively and critically



Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Extended response — written response

for a public audience

25% Summative internal assessment 3 (IA3): • Extended response — imaginative

written response

25%

Summative internal assessment 2 (IA2): • Extended response — persuasive

spoken response

25% Summative external assessment (EA): • Examination — analytical written

response

25%


L I T E R A T U R E General Senior Subject Literature focuses on the study of literary texts, developing students as independent, innovative and creative learners and thinkers who appreciate the aesthetic use of language, analyse perspectives and evidence, and challenge ideas and interpretations through the analysis and creation of varied literary texts. Students engage with language and texts through a range of teaching and learning experiences to foster the skills to communicate effectively. They make choices about generic structures, language, textual features and technologies to participate actively in the dialogue and detail of literary analysis and the creation of imaginative and analytical texts in a range of modes, mediums and forms. Students explore how literary texts shape perceptions of the world and enable us to enter the worlds of others. They explore ways in which literary texts may reflect or challenge social and cultural ways of thinking and influence audiences.

Pathways A course of study in Literature promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.














Structure


Introduction to literary studies • Ways literary texts are

received and responded to

• How textual choices affect readers

• Creating analytical and imaginative texts

Texts and culture • Ways literary texts

connect with each other — genre, concepts and contexts

• Ways literary texts connect with each other — style and structure


Literature and identity • Relationship between

language, culture and identity in literary texts

• Power of language to represent ideas, events and people


Independent explorations • Dynamic nature of

literary interpretation • Close examination of

style, structure and subject matter



Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Examination — analytical written

response

25% Summative internal assessment 3 (IA3): • Extended response — imaginative

written response

25%

Summative internal assessment 2 (IA2): • Extended response — imaginative

spoken/multimodal response

25% Summative external assessment (EA): • Examination — analytical written

response

25%


E N G L I S H A S A N A D D I T I O N A L L A N G U A G E Applied Senior Subject English as an Additional Language is designed for students for whom English is not their first or home language. It develops students’ knowledge, understanding and language skills in Standard Australian English (SAE), and provides them with opportunities to develop higher-order thinking skills and to interpret and create texts for personal, cultural, social and aesthetic purposes. Students have opportunities to engage with language and texts to foster the skills to communicate effectively in SAE for the purposes of responding to and creating literary and non-literary texts. They develop the language skills required to be competent users of written and spoken English in a variety of contexts, including academic contexts suitable for tertiary studies. Students make choices about generic structures, language, textual features and technologies to best convey intended meaning in the most appropriate medium and genre. They explore the ways literary and non-literary texts may reflect or challenge social and cultural ways of thinking and influence audiences. Students develop empathy for others and appreciation of different perspectives through a study of a range of literary texts from diverse cultures and periods.

Pathways A course of study in English as an Additional Language promotes not only language and literacy skills, but also open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.














Structure


Language, text and culture • Examining and

shaping representations of culture in texts

• Responding to a variety of media and literary texts

• Creating analytical and persuasive texts

Perspectives in texts • Examining and

shaping perspectives in texts

• Responding to literary texts, including a focus on Australian texts


Issues, ideas and attitudes • Exploring

representations of issues, ideas and attitudes in texts

• Responding to literary and persuasive texts

• Creating analytical and persuasive texts

Close study of literary texts • Engaging with literary

texts from diverse times and places

• Responding to literary texts creatively and critically



Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Examination – analytical written response

25% Summative internal assessment 3 (IA3): • Extended response – imaginative

spoken/multimodal response

25%

Summative internal assessment 2 (IA2): • Extended response – persuasive written

response

25% Summative external assessment (EA): • Examination – analytical extended

response

25%


E S S E N T I A L E N G L I S H Applied Senior Subject Essential English develops and refines students’ understanding of language, literature and literacy to enable them to interact confidently and effectively with others in everyday, community and social contexts. Students recognise language and texts as relevant in their lives now and in the future and learn to understand, accept or challenge the values and attitudes in these texts. Students engage with language and texts to foster skills to communicate confidently and effectively in Standard Australian English in a variety of contemporary contexts and social situations, including everyday, social, community, further education and work-related contexts. They choose generic structures, language, language features and technologies to best convey meaning. They develop skills to read for meaning and purpose, and to use, critique and appreciate a range of contemporary literary and non-literary texts. Students use language effectively to produce texts for a variety of purposes and audiences and engage creative and imaginative thinking to explore their own world and the worlds of others. They actively and critically interact with a range of texts, developing an awareness of how the language they engage with positions them and others.

Pathways A course of study in Essential English promotes open-mindedness, imagination, critical awareness and intellectual flexibility — skills that prepare students for local and global citizenship, and for lifelong learning across a wide range of contexts.



• use appropriate roles and relationships with audiences

• construct and explain representations of identities, places, events and concepts

• make use of and explain the ways cultural assumptions, attitudes, values and beliefs underpin texts and influence meaning

• explain how language features and text structures shape meaning and invite particular responses

• select and use subject matter to support perspectives

• sequence subject matter and use mode-appropriate cohesive devices to construct coherent texts

• make mode-appropriate language choices according to register informed by purpose, audience and context

• use language features to achieve particular purposes across modes.


Structure


Language that works • Responding to a

variety of texts used in and developed for a work context

• Creating multimodal and written texts

Texts and human experiences • Responding to

reflective and nonfiction texts that explore human experiences

• Creating spoken and written texts

Language that influences • Creating and shaping

perspectives on community, local and global issues in texts

• Responding to texts that seek to influence audiences

Representations and popular culture texts • Responding to

popular culture texts • Creating

representations of Australian identifies, places, events and concepts

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA. Summative assessments

Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Extended response — spoken/signed response

Summative internal assessment 3 (IA3): • Extended response — Multimodal response

Summative internal assessment 2 (IA2): • Common internal assessment (CIA)

Summative internal assessment (IA4): • Extended response — Written response


L I T E R A C Y Short Course

Literacy is a one-unit course of study, developed to meet a specific curriculum need. It is informed by the Australian Core Skills Framework (ACSF) Level 3. Literacy is integral to a person’s ability to function effectively in society. It involves the integration of speaking, listening and critical thinking with reading and writing. Students learn strategies to develop and monitor their own learning, select and apply reading and oral strategies to comprehend and make meaning in texts, demonstrate the relationships between ideas and information in texts, evaluate and communicate ideas and information, and learn and use textual features and conventions. Students identify and develop a set of knowledge, skills and strategies needed to shape language according to purpose, audience and context. They select and apply strategies to comprehend and make meaning in a range of texts and text types, and communicate ideas and information in a variety of modes. Students understand and use textual features and conventions, and demonstrate the relationship between ideas and information in written, oral, visual and multimodal texts.

Pathways A course of study in Literacy may establish a basis for further education and employment in the fields of trade, industry, business and community services. Students will learn within a practical context related to general employment and successful participation in society, drawing on the literacy used by various professional and industry groups.

Objectives

By the conclusion of the course of study, students will: • evaluate and integrate information and

ideas to construct meaning from texts and text types

• select and apply reading strategies that are appropriate to purpose and text type

• communicate relationships between ideas and information in a style appropriate to audience and purpose

• select vocabulary, grammatical structures and conventions that are appropriate to the text

• select and use appropriate strategies to establish and maintain spoken communication

• derive meaning from a range of oral texts

• plan, implement and adjust processes to achieve learning outcomes

• apply learning strategies.


Structure and assessment Schools develop two assessment instruments to determine the student’s exit result.

Topic 1: Personal identity and education Topic 2: The work environment

One assessment consisting of two parts: • an extended response — written (Internal

assessment 1A) • a student learning journal (Internal assessment

1B).

One assessment consisting of two parts: • an extended response — short response

(Internal assessment 2A) • a reading comprehension task (Internal

assessment 2B).


HEALTH & PHYSICAL EDUCATION

SUBJECTS OFFERED General

• Health • Physical Education

H E A L T H General Senior Subject Health provides students with a contextualised strengths-based inquiry of the various determinants that create and promote lifelong health, learning and active citizenship. Drawing from the health, behavioural, social and physical sciences, the Health syllabus offers students an action, advocacy and evaluation-oriented curriculum. Health uses an inquiry approach informed by the critical analysis of health information to investigate sustainable health change at personal, peer, family and community levels. Students define and understand broad health topics, which they reframe into specific contextualised health issues for further investigation. Students plan, implement, evaluate and reflect on action strategies that mediate, enable and advocate change through health promotion.

Pathways A course of study in Health can establish a basis for further education and employment in the fields of health science, public health, health education, allied health, nursing and medical professions.

Objectives By the conclusion of the course of study, students will: • recognise and describe information about

health-related topics and issues

• comprehend and use health approaches and frameworks

• analyse and interpret information about health-related topics and issues

• critique information to distinguish determinants that influence health status

• organise information for particular purposes

• investigate and synthesise information to develop action strategies

• evaluate and reflect on implemented action strategies to justify recommendations that mediate, advocate and enable health promotion

• make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.

Structure Unit 1 Unit 2 Unit 3 Unit 4


Resilience as a personal health resource

Peers and family as resources for healthy living • Alcohol (elective) • Body image (elective)

Community as a resource for healthy living • Homelessness

(elective) • Road safety (elective) • Anxiety (elective)

Respectful relationships in the post-schooling transition


Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Investigation — action research

25% Summative internal assessment 3 (IA3): • Investigation —analytical exposition

25%

Summative internal assessment 2 (IA2): • Examination — extended response

25% Summative external assessment (EA): • Examination

25%


P H Y S I C A L E D U C A T I O N General Senior Subject Physical Education provides students with knowledge, understanding and skills to explore and enhance their own and others’ health and physical activity in diverse and changing contexts. Physical Education provides a philosophical and educative framework to promote deep learning in three dimensions: about, through and in physical activity contexts. Students optimise their engagement and performance in physical activity as they develop an understanding and appreciation of the interconnectedness of these dimensions. Students learn how body and movement concepts and the scientific bases of biophysical, sociocultural and psychological concepts and principles are relevant to their engagement and performance in physical activity. They engage in a range of activities to develop movement sequences and movement strategies. Students learn experientially through three stages of an inquiry approach to make connections between the scientific bases and the physical activity contexts. They recognise and explain concepts and principles about and through movement, and demonstrate and apply body and movement concepts to movement sequences and movement strategies. Through their purposeful engagement in physical activities, students gather data to analyse, synthesise and devise strategies to optimise engagement and performance. They engage in reflective decision-making as they evaluate and justify strategies to achieve a particular outcome.

Pathways A course of study in Physical Education can establish a basis for further education and employment in the fields of exercise science, biomechanics, the allied health professions, psychology, teaching, sport journalism, sport marketing and management, sport promotion, sport development and coaching.

Objectives By the conclusion of the course of study, students will: • recognise and explain concepts and

principles about movement

• demonstrate specialised movement sequences and movement strategies

• apply concepts to specialised movement sequences and movement strategies

• analyse and synthesise data to devise strategies about movement

• evaluate strategies about and in movement

• justify strategies about and in movement

• make decisions about and use language, conventions and mode-appropriate features for particular purposes and contexts.


Structure


Motor learning, functional anatomy, biomechanics and physical activity • Motor learning

integrated with a selected physical activity

• Functional anatomy and biomechanics integrated with a selected physical activity

Sport psychology, equity and physical activity • Sport psychology

integrated with a selected physical activity

• Equity — barriers and enablers

Tactical awareness, ethics and integrity and physical activity • Tactical awareness

integrated with one selected ‘Invasion’ or ‘Net and court’ physical activity

• Ethics and integrity

Energy, fitness and training and physical activity • Energy, fitness and

training integrated with one selected ‘Invasion’, ‘Net and court’ or ‘Performance’ physical activity


Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Project — folio

25% Summative internal assessment 3 (IA3): • Project — folio

30%

Summative internal assessment 2 (IA2): • Investigation — report

20% Summative external assessment (EA): • Examination — combination response

25%


HUMANITIES SUBJECTS OFFERED General

• Business • Geography • Legal Studies • Modern History

Applied • Tourism

B U S I N E S S General Senior Subject

Business provides opportunities for students to develop business knowledge and skills to contribute meaningfully to society, the workforce and the marketplace and prepares them as potential employees, employers, leaders, managers and entrepreneurs.

Students investigate the business life cycle, develop skills in examining business data and information and learn business concepts, theories, processes and strategies relevant to leadership, management and entrepreneurship. They investigate the influence of, and implications for, strategic development in the functional areas of finance, human resources, marketing and operations.

Students use a variety of technological, communication and analytical tools to comprehend, analyse, interpret and synthesise business data and information. They engage with the dynamic business world (in both national and global contexts), the changing workforce and emerging digital technologies.

Pathways A course of study in Business can establish a basis for further education and

employment in the fields of business management, business development, entrepreneurship, business analytics, economics, business law, accounting and finance, international business, marketing, human resources management and business information systems.

Objectives By the conclusion of the course of study, students will:

• describe business environments and situations

• explain business concepts, strategies and processes

• select and analyse business data and information

• interpret business relationships, patterns and trends to draw conclusions

• evaluate business practices and strategies to make decisions and propose recommendations

• create responses that communicate meaning to suit purpose and audience.


Structure


Business creation • Fundamentals of

business • Creation of business

ideas

Business growth • Establishment of a

business • Entering markets

Business diversification • Competitive markets • Strategic

development

Business evolution • Repositioning a

business • Transformation of a

business


Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Examination — combination response

25% Summative internal assessment 3 (IA3): • Extended response — feasibility report

25%

Summative internal assessment 2 (IA2): • Investigation — business report


25%


G E O G R A P H Y General Senior Subject Geography focuses on the significance of ‘place’ and ‘space’ in understanding our world. Students engage in a range of learning experiences that develop their geographical skills and thinking through the exploration of geographical challenges and their effects on people, places and the environment. Students investigate places in Australia and across the globe to observe and measure spatial, environmental, economic, political, social and cultural factors. They interpret global concerns and challenges including responding to risk in hazard zones, planning sustainable places, managing land cover transformations and planning for population change. They develop an understanding of the complexities involved in sustainable planning and management practices. Students observe, gather, organise, analyse and present data and information across a range of scales. They engage in real-world applications of geographical skills and thinking, including the collection and representation of data.

Pathways A course of study in Geography can establish a basis for further education and employment in the fields of urban and environmental design, planning and management; biological and environmental science; conservation and land management; emergency response and hazard management; oceanography, surveying, global security, economics, business, law, engineering, architecture, information technology, and science.

Objectives By the conclusion of the course of study, students will: • explain geographical processes

• comprehend geographic patterns

• analyse geographical data and information

• apply geographical understanding

• synthesise information from the analysis to propose action

• communicate geographical understanding.

Structure


Responding to risk and vulnerability in hazard zones • Natural hazard zones • Ecological hazard

zones

Planning sustainable places • Responding to

challenges facing a place in Australia

• Managing the challenges facing a megacity

Responding to land cover transformations • Land cover

transformations and climate change

• Responding to local land cover transformations

Managing population change • Population challenges

in Australia • Global population

change

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).


Summative assessments

Unit 3 Unit 4


25% Summative internal assessment 3 (IA3): • Investigation — data report

25%

Summative internal assessment 2 (IA2): • Investigation — field report


25%


L E G A L S T U D I E S General Senior Subject Legal Studies focuses on the interaction between society and the discipline of law and explores the role and development of law in response to current issues. Students study the legal system and how it regulates activities and aims to protect the rights of individuals, while balancing these with obligations and responsibilities. Students study the foundations of law, the criminal justice process and the civil justice system. They critically examine issues of governance, explore contemporary issues of law reform and change, and consider Australian and international human rights issues. Students develop skills of inquiry, critical thinking, problem-solving and reasoning to make informed and ethical decisions and recommendations. They identify and describe legal issues, explore information and data, analyse, evaluate to make decisions or propose recommendations, and create responses that convey legal meaning. They question, explore and discuss tensions between changing social values, justice and equitable outcomes.

Pathways A course of study in Legal Studies can establish a basis for further education and employment in the fields of law, law enforcement, criminology, justice studies and politics. The knowledge, skills and attitudes students gain are transferable to all discipline areas and post-schooling tertiary pathways. The research and analytical skills this course develops are universally valued in business, health, science and engineering industries.

Objectives By the conclusion of the course of study, students will: • comprehend legal concepts, principles

and processes

• select legal information from sources

• analyse legal issues

• evaluate legal situations

• create responses that communicate meaning.

Structure


Beyond reasonable doubt • Legal foundations • Criminal investigation

process • Criminal trial process • Punishment and

sentencing

Balance of probabilities • Civil law foundations • Contractual

obligations • Negligence and the

duty of care

Law, governance and change • Governance in

Australia • Law reform within a

dynamic society

Human rights in legal contexts • Human rights • The effectiveness of

international law • Human rights in

Australian contexts



Summative Assessments

Unit 3 Unit 4


25% Summative internal assessment 3 (IA3): • Investigation — argumentative

essay

25%

Summative internal assessment 2 (IA2): • Investigation — inquiry report

25% Summative external assessment (EA): • Examination — combination

response

25%


M O D E R N H I S T O R Y General Senior Subject Modern History provides opportunities for students to gain historical knowledge and understanding about some of the main forces that have contributed to the development of the Modern World and to think historically and form a historical consciousness in relation to these same forces. Modern History enables students to empathise with others and make meaningful connections between the past, present and possible futures. Students learn that the past is contestable and tentative. Through inquiry into ideas, movements, national experiences and international experiences they discover how the past consists of various perspectives and interpretations. Students gain a range of transferable skills that will help them become empathetic and critically-literate citizens who are equipped to embrace a multicultural, pluralistic, inclusive, democratic, compassionate and sustainable future.

Pathways A course of study in Modern History can establish a basis for further education and employment in the fields of history, education, psychology, sociology, law, business, economics, politics, journalism, the media, writing, academia and strategic analysis.

Objectives By the conclusion of the course of study, students will: • comprehend terms, issues and concepts

• devise historical questions and conduct research

• analyse historical sources and evidence

• synthesise information from historical sources and evidence

• evaluate historical interpretations

• create responses that communicate meaning.


Structure


Ideas in the modern world • Australian Frontier Wars,

1788–1930s • Age of Enlightenment,

1750s–1789 • Industrial Revolution,

1760s–1890s • American Revolution,

1763–1783 • French Revolution,

1789–1799 • Age of Imperialism,

1848–1914 • Meiji Restoration,

1868–1912

Movements in the modern world • Australian

Indigenous rights movement since 1967

• Independence movement in India, 1857–1947

• Workers’ movement since the 1860s

• Women’s movement since 1893

• May Fourth Movement in China, 1919

• Independence movement in Algeria, 1945–1962

National experiences in the modern world • Australia, 1914–

1949 • England, 1707–

1837 • France, 1799–1815 • New Zealand,

1841–1934 • Germany,1914–

1945 • United States of

America, 1917–1945

• Soviet Union, 1920s–1945

• Japan, 1931–1967 • China, 1931–1976 • Indonesia, 1942–

1975 • India, 1947–1974 • Israel, 1948–1993

International experiences in the modern world • Australian

engagement with Asia since 1945

• Search for collective peace and security since 1815

• Trade and commerce between nations since 1833

• Mass migrations since 1848

• Information Age since 1936

• Genocides and ethnic cleansings since 1941

• Nuclear Age since 1945

• Cold War, 1945–1991

• Boxer Rebellion, 1900–1901

• Russian Revolution, 1905–1920s

• Xinhai Revolution, 1911–1912

• Iranian Revolution, 1977–1979

• Arab Spring since 2010 • Alternative

topic for Unit 1

• Independence movement in Vietnam, 1945–1975

• Anti-apartheid movement in South Africa, 1948–1991

• African-American civil rights movement, 1954–1968

• Environmental movement since the 1960s

• LGBTIQ civil rights movement since 1969

• Pro-democracy movement in Myanmar (Burma) since 1988

• Alternative topic for Unit 2

• South Korea, 1948–1972

• Struggle for peace in the Middle East since 1948

• Cultural globalisation since 1956

• Space exploration since 1957

• Rights and recognition of First Peoples since 1982

• Terrorism, anti-terrorism and counter-terrorism since 1984



Summative assessments

Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Examination — essay in response to

historical sources

25% Summative internal assessment 3 (IA3): • Investigation — historical essay based on

research

25%

Summative internal assessment 2 (IA2): • Independent source investigation

25% Summative external assessment (EA): • Examination — short responses to

historical sources

25%


T O U R I S M Applied Senior Subject Tourism studies enable students to gain an appreciation of the role of the tourism industry and the structure, scope and operation of the related tourism sectors of travel, hospitality and visitor services. Students examine the socio-cultural, environmental and economic aspects of tourism, as well as tourism opportunities, problems and issues across global, national and local contexts. Students develop and apply tourism-related knowledge and understanding through learning experiences and assessment in which they plan projects, analyse issues and opportunities, and evaluate concepts and information.

Pathways A course of study in Tourism can establish a basis for further education and employment in businesses and industries such as tourist attractions, cruising, gaming, government and industry organisations, meeting and events coordination, caravan parks, marketing, museums and galleries, tour operations, wineries, cultural liaison, tourism and leisure industry development, and transport and travel.

Objectives By the conclusion of the course of study, students should: • recall terminology associated with tourism

and the tourism industry

• describe and explain tourism concepts and information

• identify and explain tourism issues or opportunities

• analyse tourism issues and opportunities

• apply tourism concepts and information from a local, national and global perspective

• communicate meaning and information using language conventions and features relevant to tourism contexts

• generate plans based on consumer and industry needs

• evaluate concepts and information within tourism and the tourism industry

• draw conclusions and make recommendations.


Structure The Tourism course is designed around interrelated core topics and electives.

Core topics Elective topics

• Tourism as an industry • The travel experience • Sustainable tourism

• Technology and tourism • Forms of tourism • Tourist destinations and

attractions

• Tourism marketing • Types of tourism • Tourism client groups

Assessment

For Tourism, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including: • one project

• one examination

• no more than two assessments from each technique.

Project

Investigation

Extended response

Examination




A response that answers a number of provided questions, scenarios and/or problems.

At least two different components from the following: • written: 500–900 words • spoken: 2½–3½

minutes • multimodal - non-presentation: 8 A4


- presentation: 3–6 minutes

• performance: continuous class time

• product: continuous class time.









• 60–90 minutes

• 50–250 words per item


LANGUAGES

SUBJECTS OFFERED General

• French • Japanese

F R E N C H General Senior Subject French provides students with the opportunity to reflect on their understanding of the French language and the communities that use it, while also assisting in the effective negotiation of experiences and meaning across cultures and languages. Students participate in a range of interactions in which they exchange meaning, develop intercultural understanding and become active participants in understanding and constructing written, spoken and visual texts. Students communicate with people from French-speaking communities to understand the purpose and nature of language and to gain understanding of linguistic structures. They acquire language in social and cultural settings and communicate across a range of contexts for a variety of purposes. Students experience and evaluate a range of different text types; reorganise their thinking to accommodate other linguistic and intercultural knowledge and textual conventions; and create texts for a range of contexts, purposes and audiences.

Pathways A course of study in French can establish a basis for further education and employment in many professions and industries, particularly those where the knowledge of an additional language and the intercultural understanding it encompasses could be of value, such as business, hospitality, law, science, technology, sociology and education.

Objectives

By the conclusion of the course of study, students will: • comprehend French to understand

information, ideas, opinions and experiences

• identify tone, purpose, context and audience to infer meaning, values and attitudes

• analyse and evaluate information and ideas to draw conclusions and justify opinions, ideas and perspectives

• apply knowledge of French language elements, structures and textual conventions to convey meaning appropriate to context, purpose, audience and cultural conventions

• structure, sequence and synthesise information to justify opinions, ideas and perspectives

• use strategies to maintain communication and exchange meaning in French.


Structure


Ma vie My world • Family/carers and

friends • Lifestyle and leisure • Education

L’exploration du monde Exploring our world • Travel • Technology and

media • The contribution of

French culture to the world

Notre société Our society • Roles and

relationships • Socialising and

connecting with my peers

• Groups in society

Mon avenir My future • Finishing secondary

school, plans and reflections

• Responsibilities and moving on


Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Examination — short response

15% Summative internal assessment 3 (IA3): • Extended response

30%



25%


J A P A N E S E General Senior Subject Japanese provides students with the opportunity to reflect on their understanding of the Japanese language and the communities that use it, while also assisting in the effective negotiation of experiences and meaning across cultures and languages. Students participate in a range of interactions in which they exchange meaning, develop intercultural understanding and become active participants in understanding and constructing written, spoken and visual texts. Students communicate with people from Japanese-speaking communities to understand the purpose and nature of language and to gain understanding of linguistic structures. They acquire language in social and cultural settings and communicate across a range of contexts for a variety of purposes.

Students experience and evaluate a range of different text types; reorganise their thinking to accommodate other linguistic and intercultural knowledge and textual conventions; and create texts for a range of contexts, purposes and audiences.

Pathways A course of study in Japanese can establish a basis for further education and employment in many professions and industries, particularly those where the

knowledge of an additional language and the intercultural understanding it encompasses could be of value, such as business, hospitality, law, science, technology, sociology and education.

Objectives By the conclusion of the course of study, students will: • comprehend Japanese to understand

information, ideas, opinions and experiences

• identify tone, purpose, context and audience to infer meaning, values and attitudes

• analyse and evaluate information and ideas to draw conclusions and justify opinions, ideas and perspectives

• apply knowledge of Japanese language elements, structures and textual conventions to convey meaning appropriate to context, purpose, audience and cultural conventions

• structure, sequence and synthesise information to justify opinions, ideas and perspectives

• use strategies to maintain communication and exchange meaning in Japanese.


Structure


私のくらし My world • Family/carers and

friends • Lifestyle and leisure • Education

私達のまわり Exploring our world • Travel • Technology and

media • The contribution of

Japanese culture to the world

私達の社会 Our society • Roles and

relationships • Socialising and

connecting with my peers

• Groups in society

私の将来 My future • Finishing secondary

school, plans and reflections

• Responsibilities and moving on


Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Examination — short response

15% Summative internal assessment 3 (IA3): • Extended response

30%



25%


MATHEMATICS

SUBJECTS OFFERED

General • General Mathematics • Mathematical Methods • Specialist Mathematics

Applied • Essential Mathematics

Short Course • Numeracy

G E N E R A L M A T H E M A T I C S General Senior Subject General Mathematics’ major domains are Number and algebra, Measurement and geometry, Statistics, and Networks and matrices, building on the content of the P–10 Australian Curriculum. General Mathematics is designed for students who want to extend their mathematical skills beyond Year 10 but whose future studies or employment pathways do not require calculus. Students build on and develop key mathematical ideas, including rates and percentages, concepts from financial mathematics, linear and non-linear expressions, sequences, the use of matrices and networks to model and solve authentic problems, the use of trigonometry to find solutions to practical problems, and the exploration of real-world phenomena in statistics. Students engage in a practical approach that equips learners for their needs as future citizens. They learn to ask appropriate questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. They experience the relevance of mathematics to their daily lives, communities and cultural backgrounds. They develop the ability to understand, analyse and take action regarding social issues in their world.

Pathways A course of study in General Mathematics can establish a basis for further education and employment in the fields of business, commerce, education, finance, IT, social science and the arts.

Objectives By the conclusion of the course of study, students will: • select, recall and use facts, rules,

definitions and procedures drawn from Number and algebra, Measurement and geometry, Statistics, and Networks and matrices

• comprehend mathematical concepts and techniques drawn from Number and algebra, Measurement and geometry, Statistics, and Networks and matrices

• communicate using mathematical, statistical and everyday language and conventions

• evaluate the reasonableness of solutions

• justify procedures and decisions by explaining mathematical reasoning

• solve problems by applying mathematical concepts and techniques drawn from Number and algebra, Measurement and geometry, Statistics, and Networks and matrices.


Structure


Money, measurement and relations • Consumer arithmetic • Shape and

measurement • Linear equations and

their graphs

Applied trigonometry, algebra, matrices and univariate data • Applications of

trigonometry • Algebra and matrices • Univariate data

analysis

Bivariate data, sequences and change, and Earth geometry • Bivariate data

analysis • Time series analysis • Growth and decay in

sequences • Earth geometry and

time zones

Investing and networking • Loans, investments

and annuities • Graphs and networks • Networks and

decision mathematics


Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Problem-solving and modelling task

20%

Summative internal assessment 2 (IA2): • Examination

15%


15%



M A T H E M A T I C A L M E T H O D S General Senior Subject

Mathematical Methods’ major domains are Algebra, Functions, relations and their graphs, Calculus and Statistics. Mathematical Methods enables students to see the connections between mathematics and other areas of the curriculum and apply their mathematical skills to real-world problems, becoming critical thinkers, innovators and problem-solvers. Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, and build on algebra, functions and their graphs, and probability from the P–10 Australian Curriculum. Calculus is essential for developing an understanding of the physical world. The domain Statistics is used to describe and analyse phenomena involving uncertainty and variation. Both are the basis for developing effective models of the world and solving complex and abstract mathematical problems. Students develop the ability to translate written, numerical, algebraic, symbolic and graphical information from one representation to another. They make complex use of factual knowledge to successfully formulate, represent and solve mathematical problems.

Pathways A course of study in Mathematical Methods can establish a basis for further education and employment in the fields of natural and physical sciences (especially

physics and chemistry), mathematics and science education, medical and health sciences (including human biology, biomedical science, nanoscience and forensics), engineering (including chemical, civil, electrical and mechanical engineering, avionics, communications and mining), computer science (including electronics and software design), psychology and business.


definitions and procedures drawn from Algebra, Functions, relations and their graphs, Calculus and Statistics

• comprehend mathematical concepts and techniques drawn from Algebra, Functions, relations and their graphs, Calculus and Statistics




• solve problems by applying mathematical concepts and techniques drawn from Algebra, Functions, relations and their graphs, Calculus and Statistics.


Structure


Algebra, statistics and functions • Arithmetic and

geometric sequences and series 1

• Functions and graphs • Counting and

probability • Exponential

functions 1 • Arithmetic and

geometric sequences

Calculus and further functions • Exponential

functions 2 • The logarithmic

function 1 • Trigonometric

functions 1 • Introduction to

differential calculus • Further differentiation

and applications 1 • Discrete random

variables 1

Further calculus • The logarithmic

function 2 • Further differentiation

and applications 2 • Integrals

Further functions and statistics • Further differentiation

and applications 3 • Trigonometric

functions 2 • Discrete random

variables 2 • Continuous random

variables and the normal distribution

• Interval estimates for proportions


Unit 3 Unit 4


20%


15%


15%



S P E C I A L I S T M A T H E M A T I C S General Senior Subject Specialist Mathematics’ major domains are Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus. Specialist Mathematics is designed for students who develop confidence in their mathematical knowledge and ability, and gain a positive view of themselves as mathematics learners. They will gain an appreciation of the true nature of mathematics, its beauty and its power. Students learn topics that are developed systematically, with increasing levels of sophistication, complexity and connection, building on functions, calculus, statistics from Mathematical Methods, while vectors, complex numbers and matrices are introduced. Functions and calculus are essential for creating models of the physical world. Statistics are used to describe and analyse phenomena involving probability, uncertainty and variation. Matrices, complex numbers and vectors are essential tools for explaining abstract or complex relationships that occur in scientific and technological endeavours. Student learning experiences range from practising essential mathematical routines to developing procedural fluency, through to investigating scenarios, modelling the real world, solving problems and explaining reasoning.

Pathways A course of study in Specialist Mathematics can establish a basis for

further education and employment in the fields of science, all branches of mathematics and statistics, computer science, medicine, engineering, finance and economics.


definitions and procedures drawn from Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus

• comprehend mathematical concepts and techniques drawn from Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus



• justify procedures and decisions, and prove propositions by explaining mathematical reasoning

• solve problems by applying mathematical concepts and techniques drawn from Vectors and matrices, Real and complex numbers, Trigonometry, Statistics and Calculus.


Structure Specialist Mathematics is to be undertaken in conjunction with, or on completion of, Mathematical Methods.


Combinatorics, vectors and proof • Combinatorics • Vectors in the plane • Introduction to proof

Complex numbers, trigonometry, functions and matrices • Complex numbers 1 • Trigonometry and

functions • Matrices

Mathematical induction, and further vectors, matrices and complex numbers • Proof by

mathematical induction

• Vectors and matrices • Complex numbers 2

Further statistical and calculus inference • Integration and

applications of integration

• Rates of change and differential equations

• Statistical inference


Unit 3 Unit 4


20%


15%


15%



E S S E N T I A L M A T H E M A T I C S Applied Senior Subject Essential Mathematics’ major domains are Number, Data, Location and time, Measurement and Finance. Essential Mathematics benefits students because they develop skills that go beyond the traditional ideas of numeracy. Students develop their conceptual understanding when they undertake tasks that require them to connect mathematical concepts, operations and relations. They learn to recognise definitions, rules and facts from everyday mathematics and data, and to calculate using appropriate mathematical processes. Students interpret and use mathematics to make informed predictions and decisions about personal and financial priorities. This is achieved through an emphasis on estimation, problem-solving and reasoning, which develops students into thinking citizens.

Pathways A course of study in Essential Mathematics can establish a basis for further education and employment in the fields of trade, industry, business and community services. Students learn within a practical context related to general employment and successful participation

in society, drawing on the mathematics used by various professional and industry groups.


definitions and procedures drawn from Number, Data, Location and time, Measurement and Finance

• comprehend mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance




• solve problems by applying mathematical concepts and techniques drawn from Number, Data, Location and time, Measurement and Finance.

Structure


Number, data and graphs • Fundamental topic:

Calculations • Number • Representing data • Graphs

Money, travel and data • Fundamental topic:

Calculations • Managing money • Time and motion • Data collection

Measurement, scales and data • Fundamental topic:

Calculations • Measurement • Scales, plans and

models • Summarising and

comparing data

Graphs, chance and loans • Fundamental topic:

Calculations • Bivariate graphs • Probability and

relative frequencies • Loans and compound

interest

Assessment Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. Schools develop three summative internal assessments and the common internal assessment (CIA) is developed by the QCAA.


Summative Assessments

Unit 3 Unit 4



Summative internal assessment 2 (IA2): • Common internal assessment (CIA)

Summative internal assessment (IA4): • Examination


N U M E R A C Y Short Course Numeracy is a one-unit course of study, developed to meet a specific curriculum need. It is informed by the Australian Core Skills Framework (ACSF) Level 3. Numeracy is integral to a person’s ability to function effectively in society. Students learn strategies to develop and monitor their own learning, identify and communicate mathematical information in a range of texts and real-life contexts, use mathematical processes and strategies to solve problems, and reflect on outcomes and the appropriateness of the mathematics used. Students identify, locate, act upon, interpret and communicate mathematical ideas and information. They represent these ideas and information in a number of

ways, and draw meaning from them for everyday life and work activities. Students use oral and written mathematical language and representation to convey information and the results of problem-solving actvities.

Pathways A course of study in Numeracy may establish a basis for further education and employment in the fields of trade, industry, business and community services. Students will learn within a practical context related to general employment and successful participation in society, drawing on the mathematics used by various professional and industry groups.

Objectives By the conclusion of the course of study, students will: • select and interpret mathematical

information

• select from and use a variety of developing mathematical and problem-solving strategies

• use oral and written mathematical language and representation to communicate mathematically

• plan, implement and adjust processes to achieve learning outcomes

• apply learning strategies


Structure and assessment Schools develop two assessment instruments to determine the student’s exit result.

Topic 1: Personal identity and education Topic 2: The work environment

One assessment consisting of two parts: • an extended response — oral mathematical

presentation (Internal assessment 1A) • a student learning journal (Internal assessment

1B).

One assessment consisting of two parts: • an examination — short response (Internal

assessment 2A) • a student learning journal (Internal assessment 2B).


RELIGIOUS EDUCATION SUBJECTS OFFERED General

• Study of Religion

Applied • Religion & Ethics

S T U D Y O F R E L I G I O N General Senior Subject Study of Religion investigates religious traditions and how religion has influenced, and continues to influence, people’s lives. Students become aware of their own religious beliefs, the religious beliefs of others, and how people holding such beliefs are able to co-exist in a pluralist society. Students study the five major world religions of Judaism, Christianity, Islam, Hinduism and Buddhism; and Australian Aboriginal spiritualities and Torres Strait Islander religion and their influence on people, society and culture. These are explored through sacred texts and religious writings that offer insights into life, and through the rituals that mark significant moments and events in the religion itself and the lives of adherents. Students develop a logical and critical approach to understanding the influence of religion, with judgments supported through valid and reasoned argument. They develop critical thinking skills, including those of analysis, reasoning and evaluation, as well as communication skills that support further study and post-school participation in a wide range of fields.

Pathways A course of study in Study of Religion can establish a basis for further education and employment in such fields as anthropology, the arts, education, journalism, politics, psychology, religious studies, sociology and social work.

Objectives By the conclusion of the course of study, students will: • describe the characteristics of religion

and religious traditions

• demonstrate an understanding of religious traditions

• differentiate between religious traditions

• analyse perspectives about religious expressions within traditions

• consider and organise information about religion

• evaluate and draw conclusions about the significance of religion for individuals and its influence on people, society and culture

• create responses that communicate meaning to suit purpose.


Structure


Sacred texts and religious writings • Sacred texts • Abrahamic traditions

Religion and ritual • Lifecycle rituals • Calendrical rituals

Religious ethics • Social ethics • Ethical relationships

Religion, rights and the nation-state • Religion and the

nation–state • Religion and human

rights


Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Examination — extended response

25% Summative internal assessment 3 (IA3): • Investigation — inquiry response

25%

Summative internal assessment 2 (IA2): • Investigation — inquiry response

25% Summative external assessment (EA): • Examination — short response

25%


R E L I G I O N & E T H I C S Applied Senior Subject

Religion & Ethics focuses on the personal, relational and spiritual perspectives of human experience. Students investigate and critically reflect on the role and function of religion and ethics in society.

Students investigate topics such as the meaning of life, spirituality, purpose and destiny, life choices, moral and ethical issues and justice and explore how these are dealt with in various religious, spiritual and ethical traditions. They examine how personal beliefs, values and spiritual identity are shaped and influenced by factors such as family, culture, gender, race, class and economic issues.

Students gain knowledge and understanding and develop the ability to think critically and communicate concepts relevant to their lives and the world in which they live.

Pathways A course of study in Religion & Ethics can establish a basis for further education and employment in any field. Students gain skills and attitudes that contribute to lifelong learning and the basis for engaging with others in diverse settings.

Objectives By the conclusion of the course of study, students should: • recognise and describe concepts, ideas

and terminology about religion, beliefs and ethics

• identify and explain the ways religion, beliefs and ethics contribute to the personal, relational and spiritual perspectives of life and society

• explain viewpoints and practices related to religion, beliefs and ethics

• organise information and material related to religion, beliefs and ethics

• analyse perspectives, viewpoints and practices related to religion, beliefs and ethics

• apply concepts and ideas to make decisions about inquiries

• use language conventions and features to communicate ideas and information, according to purposes

• plan and undertake inquiries about religion, beliefs and ethics

• communicate the outcomes of inquiries to suit audiences

• appraise inquiry processes and the outcomes of inquiries.


Structure The Religion & Ethics course is designed around core and elective topics. Each perspective of the core must be covered within every elective topic and integrated throughout the course.


• Who am I? the personal perspective

• Who are we? the relational perspective

• Is there more than this? the spiritual perspective

• The Australian scene • Ethics and morality • Good and evil • Heroes and role models • Indigenous Australian

spiritualities • Meaning and purpose

• Peace and conflict • Religion and contemporary

culture • Religions of the world • Religious citizenship • Sacred stories • Social justice • Spirituality

Assessment For Religion and Ethics, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments from at least three different assessment techniques, including: • one project or investigation

• one examination

• no more than two assessments from each technique.

Project

Investigation

Extended response

Examination




A response that answers a number of provided questions, scenarios and/or problems.

At least two different components from the following: • written: 500–900

words • spoken: 2½–3½

minutes • multimodal: 3–6

minutes • performance:

continuous class time • product: continuous

class time.


words • spoken: 3–4 minutes • multimodal: 4–7

minutes.


words • spoken: 3–4 minutes • multimodal: 4–7

minutes.

• 60–90 minutes • 50–250 words per

item on the test


SCIENCE SUBJECTS OFFERED General

• Biology • Chemistry • Physics

B I O L O G Y General Senior Subject

Biology provides opportunities for students to engage with living systems.

Students develop their understanding of cells and multicellular organisms. They engage with the concept of maintaining the internal environment. They study biodiversity and the interconnectedness of life. This knowledge is linked with the concepts of heredity and the continuity of life.

Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society. They develop their sense of wonder and curiosity about life; respect for all living things and the environment; understanding of biological systems, concepts, theories and models; appreciation of how biological knowledge has developed over time and continues to develop; a sense of how biological knowledge influences society.

Students plan and carry out fieldwork, laboratory and other research investigations; interpret evidence; use sound, evidence-based arguments creatively and analytically when evaluating claims and applying biological knowledge; and communicate biological understanding, findings, arguments and

conclusions using appropriate representations, modes and genres.

Pathways A course of study in Biology can establish a basis for further education and employment in the fields of medicine, forensics, veterinary, food and marine sciences, agriculture, biotechnology, environmental rehabilitation, biosecurity, quarantine, conservation and sustainability.

Objectives By the conclusion of the course of study, students will: • describe and explain scientific concepts,

theories, models and systems and their limitations

• apply understanding of scientific concepts, theories, models and systems within their limitations

• analyse evidence

• interpret evidence

• investigate phenomena

• evaluate processes, claims and conclusions

• communicate understandings, findings, arguments and conclusions.


Structure


Cells and multicellular organisms • Cells as the basis of

life • Multicellular

organisms

Maintaining the internal environment • Homeostasis • Infectious diseases

Biodiversity and the interconnectedness of life • Describing

biodiversity • Ecosystem dynamics

Heredity and continuity of life • DNA, genes and the

continuity of life • Continuity of life on

Earth


Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Data test

10%

Summative internal assessment 2 (IA2): • Student experiment

20%

Summative internal assessment 3 (IA3): • Research investigation

20%



C H E M I S T R Y General Senior Subject

Chemistry is the study of materials and their properties and structure.

Students study atomic theory, chemical bonding, and the structure and properties of elements and compounds. They explore intermolecular forces, gases, aqueous solutions, acidity and rates of reaction. They study equilibrium processes and redox reactions. They explore organic chemistry, synthesis and design to examine the characteristic chemical properties and chemical reactions displayed by different classes of organic compounds.

Students develop their appreciation of chemistry and its usefulness; understanding of chemical theories, models and chemical systems; expertise in conducting scientific investigations. They critically evaluate and debate scientific arguments and claims in order to solve problems and generate informed, responsible and ethical conclusions, and communicate chemical understanding and findings through the use of appropriate representations, language and nomenclature. Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.

Pathways A course of study in Chemistry can establish a basis for further education and employment in the fields of forensic science, environmental science, engineering, medicine, pharmacy and sports science.

Objectives By the conclusion of the course of study, students will: • describe and explain scientific concepts,

theories, models and systems and their limitations








Structure


Chemical fundamentals — structure, properties and reactions • Properties and

structure of atoms • Properties and

structure of materials • Chemical reactions —

reactants, products and energy change

Molecular interactions and reactions • Intermolecular forces

and gases • Aqueous solutions

and acidity • Rates of chemical

reactions

Equilibrium, acids and redox reactions • Chemical equilibrium

systems • Oxidation and

reduction

Structure, synthesis and design • Properties and

structure of organic materials

• Chemical synthesis and design


Unit 3 Unit 4


10%


20%


20%



P H Y S I C S General Senior Subject

Physics provides opportunities for students to engage with classical and modern understandings of the universe.

Students learn about the fundamental concepts of thermodynamics, electricity and nuclear processes; and about the concepts and theories that predict and describe the linear motion of objects. Further, they explore how scientists explain some phenomena using an understanding of waves. They engage with the concept of gravitational and electromagnetic fields, and the relevant forces associated with them. They study modern physics theories and models that, despite being counterintuitive, are fundamental to our understanding of many common observable phenomena.

Students develop appreciation of the contribution physics makes to society: understanding that diverse natural phenomena may be explained, analysed and predicted using concepts, models and theories that provide a reliable basis for action; and that natter and energy interact in physical systems across a range of scales. They understand how models and theories are refined, and new ones developed in physics; investigate phenomena and solve problems; collect and analyse data; and interpret evidence. Students use accurate and precise measurement, valid and reliable evidence, and scepticism and intellectual rigour to evaluate claims; and communicate physics understanding, findings, arguments and conclusions using appropriate representations, modes and genres.

Students learn and apply aspects of the knowledge and skills of the discipline (thinking, experimentation, problem-solving and research skills), understand how it works and how it may impact society.

Pathways A course of study in Physics can establish a basis for further education and

employment in the fields of science, engineering, medicine and technology.

Objectives By the conclusion of the course of study, students will:

• describe and explain scientific concepts, theories, models and systems and their limitations








Structure


Thermal, nuclear and electrical physics • Heating processes • Ionising radiation and

nuclear reactions • Electrical circuits

Linear motion and waves • Linear motion and

force • Waves

Gravity and electromagnetism • Gravity and motion • Electromagnetism

Revolutions in modern physics • Special relativity • Quantum theory • The Standard Model


Unit 3 Unit 4


10%


20%


20%



TECHNOLOGY SUBJECTS OFFERED

General • Design

Applied • Fashion

D E S I G N General Senior Subject Design focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities. Designing is a complex and sophisticated form of problem-solving that uses divergent and convergent thinking strategies that can be practised and improved. Designers are separated from the constraints of production processes to allow them to appreciate and exploit new innovative ideas. Students learn how design has influenced the economic, social and cultural environment in which they live. They understand the agency of humans in conceiving and imagining possible futures through design. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. They learn the value of creativity and build resilience as they experience iterative design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives. Students learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. They communicate design proposals to suit different audiences.

Pathways A course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture.

Objectives By the conclusion of the course of study, students will: • describe design problems and design

criteria

• represent ideas, design concepts and design information using drawing and low-fidelity prototyping

• analyse needs, wants and opportunities using data

• devise ideas in response to design problems

• synthesise ideas and design information to propose design concepts

• evaluate ideas and design concepts to make refinements

• make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.


Structure


Design in practice • Experiencing design • Design process • Design styles

Commercial design • Explore — client

needs and wants • Develop —

collaborative design

Human-centred design • Designing with

empathy

Sustainable design • Explore —

sustainable design opportunities

• Develop — redesign


Unit 3 Unit 4

Summative internal assessment 1 (IA1): • Examination — design challenge

15% Summative internal assessment 3 (IA3): • Project

25%

Summative internal assessment 2 (IA2): • Project

35% Summative external assessment (EA): • Examination — design challenge

25%


F A S H I O N Applied Senior Subject Fashion explores what underpins fashion culture, technology and design. Students use their imaginations to create, innovate and express themselves and their ideas, and to design and produce design solutions in a range of fashion contexts. Students learn to appreciate the design aesthetics of others while developing their own personal style and aesthetic. They explore contemporary and historical fashion culture; learn to identify, understand and interpret fashion trends; and examine how the needs of different markets are met. Students engage in a design process to plan, generate and produce fashion items. They investigate textiles and materials and their characteristics and how these qualities impact on their end use. They experiment with combining textiles and materials and how to make and justify aesthetic choices. They investigate fashion merchandising and marketing, the visual literacies of fashion and become discerning consumers of fashion while appraising and critiquing fashion items and trends as well as their own products.

Pathways A course of study in Fashion can establish a basis for further education and employment in the fields of design, personal styling, costume design, production manufacture, merchandising, and retail.

Objectives By the conclusion of the course of study, students should: • identify and interpret fashion

fundamentals

• explain design briefs

• demonstrate elements and principles of fashion design and technical skills in fashion contexts

• analyse fashion fundamentals

• apply fashion design processes

• apply technical skills and design ideas related to fashion contexts

• use language conventions and features to achieve particular purposes

• generate, modify and manage plans and processes

• synthesise ideas and technical skills to create design solutions

• evaluate design ideas and products

• create communications that convey meaning to audiences.


Structure The Fashion course is designed around core and elective topics. The elective learning occurs through fashion contexts.


• Fashion culture • Fashion technologies • Fashion design

• Adornment - Accessories - Millinery - Wearable art • Collections • Fashion designers

• Fashion in history • Haute couture • Sustainable clothing • Textiles • Theatrical design • Merchandising

Assessment For Fashion, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: • two projects

• one extended response.

Project Investigation Extended response Product




A response applies identified skill/s in fashion technologies and design processes.

A project consists of a product component and at least one of the following components: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal: 3–6 minutes • product: 1–4.

Presented in one of the following modes: • written: 600–1000 words • spoken: 3–4 minutes • multimodal: 4–7 minutes.

Presented in one of the following modes: • written: 600–1000 words • spoken: 3–4 minutes • multimodal: 4–7 minutes.

• products 1–4


VOCATIONAL EDUCATION COURSES OFFERED

• Certificate II in Hospitality • Certificate IIl in Business • Certificate III in Fitness (with embedded Certificate II in Sport and Recreation) • TAFE Courses and Private Training Providers • School Based Traineeships and Apprenticeships

All students enrolled in Certificate courses must complete the VET Student Enrolment form. All students will attend an orientation session conducted by the VET Coordinator. The VET Student Handbook will be available online.

S T U R S U L A ’ S C O L L E G E , T O O W O O M B A R T O : 3 0 0 3 1

S I T 2 0 3 1 6 - C E R T I F I C A T E I I I N H O S P I T A L I T Y

INTRODUCTION St Ursula’s College, as a Registered Training Organisation, delivers the Certificate II in Hospitality. This course is a nationally recognised qualification and is offered through a combination of training sessions, simulated experiences and practical experiences. The certificate focuses on operational skills in a range of hospitality settings. The students work in a fully-equipped commercial kitchen and operate training restaurants and coffee shops under the instruction and guidance of qualified chefs and hospitality Trainer and Assessors. This course will not contribute to an ATAR. Hospitality is an area of study that provides students with a range of interpersonal skills with a general application in personal and working life, as well as with specific knowledge and skills related to employment within the industry. The hospitality industry has become increasingly important in Australian society as a source of expanding employment opportunities. This qualification is designed to provide an understanding of the role of the hospitality industry as well as the structure, scope and operation of related activities. The qualification also enables students to investigate hospitality as a source of leisure activities, life skills, or as an avenue for further study. CAREER OPPORTUNITIES Upon the successful completion of this qualification, students have the necessary knowledge and skills to be able to work in a variety of hospitality settings. Recognition of Prior Learning (RPL) could be used towards further study. This qualification provides a pathway to work in various hospitality settings, such as restaurants, hotels, motels, catering operations, clubs, pubs, cafes and coffee shops. Possible job titles include: Café attendant, catering assistant, food and beverage attendant, kitchen hand and other entry level positions in the hospitality industry. Hospitality provides the context in which students not only learn to understand the industry’s workplace culture and practices, but it also develops the skills, processes and attitudes crucial for making decisions about future career paths.


QCE OUTCOMES When the entire qualification is successfully completed, students will be granted four (4) credits towards the Queensland Certificate of Education (QCE). Assessment is entirely competency-based; therefore no grades (A – E) will be awarded on student reports. PRE-REQUISITES:Nil

… COURSE ORGANISATION AND COSTS To achieve a Certificate II in Hospitality, 12 units must be completed (six core units, and six elective units).

CORE:BSBWOR203 Work effectively with others SITHIND002 Source and use information on the hospitality industry SITHIND003 Use hospitality skills effectively SITXCOM002 Show social and cultural sensitivity SITXCCS003 Interact with customers SITXWHS001 Participate in safe work practices ELECTIVES: SITXFSA001 Use hygienic practices for food safety SITHCCC002 Prepare and present simple dishes* SITHCCC006 Prepare appetisers and salads* SITHFAB004 Prepare and serve non-alcoholic beverages* SITHFAB005 Prepare and serve espresso coffee* SITHFAB007 Serve food and beverage* * Prerequisite is SITXFSA001 Use hygienic practices for food safety. The cost of this training is included in the College Fees; however, there will be a subject levy of approximately $40 charged each term for the Commercial Cookery units delivered and some online course delivery. Students have the opportunity to attend a three-day Industry Work Experience program in a hotel/resort environment for an additional fee. INDUSTRY PLACEMENT For the successful completion of this qualification a minimum of 12 complete service periods of industry placement at suitable hospitality establishments is required. Placement will be completed in the student's own time (evenings, weekends, student free days and holidays). Other suitable arrangements may be negotiated. All relevant paperwork must be completed prior to beginning industry placement. Part time, paid and unpaid experience could be included. Service sessions in the training restaurant and commercial kitchen may also be included. Students will need to complete Industry Placement to achieve the Certificate II in Hospitality.


B I N N A C L E T R A I N I N G R T O : 3 1 3 1 9

RATIONALE St Ursula’s College has partnered with Binnacle Training as a Registered Training Organisation to deliver the Certificate lll in Business and the Certificate III in Fitness. These courses will enable students to receive a nationally recognised qualification that is flexible enough to meet the requirements of many different markets, locations and businesses. Fundamental changes to the Australian workforce in recent years have resulted in employers demanding increased flexibility in the skill sets of their employees. At the same time, more individuals are taking greater responsibility for the development and extension of their own skills and knowledge.

B S B 3 0 1 1 5 - C E R T I F I C A T E I I I I N B U S I N E S S

Binnacle’s Certificate lll in Business “Business in Schools” program is offered as a senior subject where students learn what it takes to become a Business Professional. Students achieve skills in leadership, innovation, customer service, personal management and financial literacy – incorporating the delivery of a range of projects and services within their school community. Micro business opportunities are also explored.

BSB30115CERTIFICATEIIIINBUSINESSSubjectSelectionHandbook

IMPORTANT

PROGRAMDISCLOSURESTATEMENT(PDS)

ThisSubjectOutlineistobereadinconjunctionwithBinnacleTraining'sProgramDisclosureStatement(PDS). ThePDSsetsouttheservicesandtrainingproductsBinnacleTrainingprovidesandthoseservicescarriedoutbythe'Partner

School' ( i.e.thedeliveryoftrainingandassessmentservices).

ToaccessBinnacle'sPDS,visit: http://www.binnacletraining.com.au/rto.phpandselect‘RTOFiles’.

REGISTEREDTRAININGORGANISATION BinnacleTraining(RTOCode:31319)

SubjectType VocationalEducationandTraining

NationallyRecognisedQualifications BSB30115CERTIFICATEIIIINBUSINESS

CourseLength 2years

ReasonstoStudytheSubject

Binnacle’s Certificate III in Business ‘Business in Schools’ program is offered as a senior subject where students learnwhat it takes to become aBusinessProfessional.Studentsachieveskillsinleadership,innovation,customerservice,personalmanagementandfinancialliteracy–incorporatingthedeliveryofarangeofprojectsandserviceswithintheirschoolcommunity.Microbusinessopportunitiesarealsoexplored.

QCECredits:SuccessfulcompletionoftheCertificateIIIinBusinesscontributesamaximumofeight(8)creditstowardsastudent’sQCE.AmaximumofeightcreditsfromthesametrainingpackagecancontributetoaQCE.

GraduateswillbeabletousetheirCertificateIIIinBusiness

• asanentrylevelqualificationintotheBusinessServicesIndustries(e.g.customerserviceadviser,dutymanager,administrationofficer);

• topursuefurthertertiarypathways(e.g.CertificateIV,DiplomaorBachelorofBusiness);and

• toimprovetheirchancesofgainingtertiaryentrance.

ENTRYREQUIREMENTS

Studentsmusthaveapassionforand/orinterestinworkingtheBusinessServicesindustryand/orpursuingfurthertertiarypathways(e.g.CertificateIV,DiplomaandBachelor

ofBusiness).Theymusthavegoodqualitywrittenandspokencommunicationskillsandenthusiasm/motivationtoparticipateinarangeofprojects.


TopicsofStudy

TERM1 TERM2 TERM3 TERM4

• IntroductiontotheBusinessServicesindustry

• KnowledgeoftheAustralianFinancialSystems

• eLearning

• Producingspreadsheets

• BeMoneySmartthroughacareerinsmallbusiness

• Workingeffectivelyinabusinessenvironment

• Contributingtoteameffectiveness

• WorkplaceHealthandSafety:legislations,riskassessment


• Organisingpersonalworkprioritiesanddevelopingaprojectplan

• CustomerService:Productsandservices;meetingcustomerneeds

• Deliveraservice• Promoteinnovationinateam

environment

• Plananddevelopbusinessdocuments

• Plan,draftandfinalisepromotionalmaterial

LearningExperiences

• Solvinginterestingproblems

• Leadership• Innovationandteamwork• Undertakinge-Learning

• Organisingworkprioritiesandpersonaldevelopment• Assessingrisks

• Deliveringaservicetocustomers

• Recommendingproductsandservices• Designingandproducingbusinessdocuments• Examiningbusinessopportunities

• Financialliteracy–BeMoneySmart,FirstBusiness

LearningandAssessment

LearningexperienceswillbeachievedbystudentsworkingalongsideanexperiencedBusinessTeacher(ProgramDeliverer)–incorporatingdeliveryofarangeofprojectsandserviceswithintheirschoolcommunity.ThisincludesparticipationinRUOKMentalHealthAwarenessWeek–TeamProjectandaMajorProjectwherestudentsdesignandplanforanewproductorservice.

Arangeofteaching/learningstrategieswillbeusedtodeliverthecompetencies.Theseinclude:

• Practicaltasks/experience

• Hands-onactivitiesinvolvingcustomerservice• Groupprojects• e-Learningprojects


Evidencecontributingtowardscompetencywillbecollectedthroughouttheprogram.Thisprocessallowsastudent’scompetencytobeassessedinaholisticapproachthatintegratesarangeofcompetencies.

NOTE:Fromtimetotime,projectdeliverymayrequireamandatory‘outsidesubject’component(e.g.beforeorafterschool).

Pathways

TheCertificateIIIinBusinesswillbeusedbystudentsseekingtoentertheBusinessServicesindustriesand/orpursuingfurthertertiarypathways(e.g.CertificateIV,DiplomaandBachelorofBusiness).Forexample:

• BusinessOwner

• BusinessManager• CustomerServiceManager

StudentseligibleforanAustralianTertiaryAdmissionRank(ATAR)maybeabletousetheircompletedCertificateIIItocontributetowardstheirATAR.Forfurtherinformationpleasevisitwww.qcaa.qld.edu.au/senior/new-snr-assessment-te/tertiary-entrance

Cost

• $210.00=BinnacleTrainingFees

• $50.00=ProgramFee

• Year11/12=Excursionstootheroutsidevenuestoparticipateinandtoconductbusinessactivitiesmayoccurandanyadditionalcostswillbe

chargedtotheCollegeaccount.Totalcostswillbechargedoverfour(4)semesters.

Finalcostandnotificationoftheseexcursionswillbeincludedinthepermissionletterwhichwillbedistributedclosertotheexcursiondate.

• Alltextsandreprographicsareprovidedbytheschool.

Forfurtherinformation,contactthe{insertposition},{insertname}{insertemailaddress}

St Ursula’s College Senior Handbook – 2019-2020 Page 89

S I S 3 0 3 1 3 - C E R T I F I C A T E I I I I N F I T N E S S (Embedded: SIS20115 – Certificate ll in Sport and Recreation)

Binnacle’s Certificate lll in Fitness “Fitness in Schools” program is offered as a senior subject where students deliver a range of fitness programs and services to clients within their school community. Graduates will be competent in a range of essential skills – such as undertaking client health assessments, planning and delivering fitness programs, and conducting group fitness sessions in indoor and outdoor fitness settings, including with older adult clients.

[email protected]

binnacletraining.com.auRTOCode:31319

SIS30315CERTIFICATEIIIINFITNESSSubjectSelectionHandbook

IMPORTANT

PROGRAMDISCLOSURESTATEMENT(PDS)

ThisSubjectOutlineis tobereadinconjunctionwithBinnacleTraining's ProgramDisclosureStatement(PDS). ThePDSsetsouttheservicesandtrainingproductsBinnacleTrainingprovidesandthoseservicescarriedoutbythe 'PartnerSchool' ( i .e. thedeliveryoftrainingandassessmentservices). ToaccessBinnacle's PDS,visit: http://www.binnacletraining.com.au/rto.phpandselect ‘RTOFi les’.

REGISTEREDTRAININGORGANISATION BinnacleTraining(RTOCode:31319)

SubjectType VocationalEducationandTraining(VET)Qualification

NationallyRecognisedQualifications

SIS30315CertificateIIIinFitnessPLUSentryqualification:SIS20115CertificateIIinSportandRecreation

CourseLength 2years

ReasonstoStudytheSubject

Binnacle’s Certificate III in Fitness ‘Fitness in Schools’ program is offered as a senior subject where students deliver a range of fitnessprograms and services to clients within their school community. Graduates will be competent in a range of essential skills – such asundertaking client health assessments, planning and delivering fitness programs, and conducting group fitness sessions in indoor andoutdoorfitnesssettings,includingwitholderadultclients.

QCECredits:SuccessfulcompletionoftheCertificate III inFitnesscontributesamaximumofeight(8)creditstowardsastudent’sQCE. AmaximumofeightcreditsfromthesametrainingpackagecancontributetoaQCE.

Thisprogramalsoincludesthefollowing:• FirstAidqualificationandCPRcertificate;pluscoachingaccreditation.

• ArangeofcareerpathwayoptionsincludingdirectpathwayintoCertificateIVinFitness(PersonalTrainer).

ENTRYREQUIREMENTS

Studentsmusthaveapassionforand/orinterestinpursuingacareerinthefitnessandsportindustries.Theymusthavegoodqualitywrittenandspokencommunicationskills

andanenthusiasm/motivationtoparticipateinphysicalactivitysessions.

Eachstudentmustobtaina(free)‘WorkingwithChildren’StudentBlueCard(applicationtobecompletedaspartoftheenrolmentprocess).Astudent’sofficialenrolmentisunabletobefinaliseduntiltheirStudentBlueCardhasbeenissued.

[email protected]



TopicsofStudy

Studentsenrolinqualification:SIS20115CertificateIIinSportandRecreation(TERM1)

Studentsenrolinqualification:SIS30315CertificateIIIinFitness(TERM3)


• Health,SafetyandLawintheSport,FitnessandRecreationindustry

• Customerservice

• Coachingpractices

• Assistwithactivitysessions

• Deliveracommunityfitnessprogram

• Screeningandassessingclientsandgroupfitness

• ExerciseScience-AnatomyandPhysiology

• ExerciseScience–AnatomyandPhysiology(continued)

• Groupfitness

• FirstAidFinalisationofCertificateIIin

SportandRecreation


• Programmingandinstruction

• Introductiontospecificpopulations

• Specificpopulations

• Advancedgrouptraining

• Trainingolderclients• Nutritionandperformance

• FirstAidqualificationandCPRcertificate

FinalisationofCertificateIIIinFitness

LearningExperiences

• Learningaboutthesport,fitnessandrecreationindustry.

• Followinghealthandsafetystandardsintheworkplace.

• Providingqualitycustomerservice.

• Usingandmaintainingfitnessandsportequipment.

• Deliveringcommunityfitnessprograms.

• Developingcoachingandofficiatingskills

• Conductingariskassessmentonfitnessactivities.

• Providingclientscreeningandhealthassessments.

• Providinghealthyeatinginformationtoclients.

• Instructingandmonitoringfitnessprograms.

• Deliveringwarm-upandcool-downsessions

• Planninganddeliveringgymprograms.

• Workingwithspecificpopulationclients,includingolderadults.

• Developingskillsinexercisescience,includinganatomyandphysiology.

• Industry-recognisedFirstAidqualificationandCPRcertificate.

LearningandAssessment

Programdeliverywillcombinebothclass-basedtasksandpracticalcomponentsinarealgymenvironmentattheschool.Thisinvolvesthedeliveryofarangeoffitnessprogramstoclientswithintheschoolcommunity(students,teachers,andstaff).

Arangeofteaching/learningstrategieswillbeusedtodeliverthecompetencies.Theseinclude:

Continuedoverpage.

LearningandAssessment • Practicaltasks

[email protected]



Continued.• Hands-onactivitiesinvolvingparticipants/clients

• Groupwork• Practicalexperiencewithintheschoolsportingprogramsandfitnessfacility

• LogBookofpracticalexperience

Evidencecontributingtowardscompetencywillbecollectedthroughoutthecourse.Thisprocessallowsastudent’scompetencytobeassessedinaholisticapproachthatintegratesarangeofcompetencies.

NOTE:Thisprograminvolvesamandatory‘outsidesubject’weeklycomponentasfollows:

• TERM5:60minutesperweekacrossaminimumof5consecutiveweeks–deliveringfitnessprogramsandservicestoanadultclient,

undertakenattheschoolgymoranalternatefitnessfacilitysourcedbytheschool.

• TERM6:Aminimumofonesession(60minutes)–deliveringagentleexercisesessiontoanolderadultclient(age50+),undertakenatthe

schoolgymoranalternatefitnessfacilitysourcedbytheschool.

Allotherpracticalexperienceshavebeentimetabledwithinclasstime.StudentswillkeepaLogBookofthesepracticalexperiences(approximately40hours).

Pathways

TheCertificateIIIinFitnesswillpredominantlybeusedbystudentsseekingtoenterthefitnessindustryand/orasanalternativeentryintoUniversity.Forexample:

• ExercisePhysiologist

• Teacher–PhysicalEducation• SportScientist

StudentseligibleforanAustralianTertiaryAdmissionRank(ATAR)maybeabletousetheircompletedCertificateIIItocontributetowardstheirATAR.Forfurtherinformationpleasevisitwww.qcaa.qld.edu.au/senior/new-snr-assessment-te/tertiary-entrance

StudentsmayalsochoosetocontinuetheirstudybycompletingtheCertificateIVinFitness.

Cost

• $210.00=BinnacleTrainingFee-CertificateIIentryqualification

• $80.00=BinnacleTrainingFee-CertificateIII(Upgradefromentryqualification)

• $40.00=FirstAidCertificatecosts

• $50.00=ProgramFee

• Year11/12=Excursionstootheroutsidevenuestoparticipateinandtoconductfitnessactivitiesmayoccurandanyadditionalcostswillbecharged

totheCollegeaccount.Totalcostswillbechargedoverfour(4)semesters.

Finalcostandnotificationoftheseexcursionswillbeincludedinthepermissionletterwhichwillbedistributedclosertotheexcursiondate.

[email protected]



• Alltextsandreprographicsareprovidedbytheschool.

Forfurtherinformation,contactthe{insertposition},{insertname}{insertemailaddress}

St Ursula’s College Senior Handbook – 2019-2020 Page 90

RTO0275–TAFEatSchoolDarlingDownsandSouthWest2019Courses

• Certificate lll in Beauty Services* • Certificate III Early Childhood Education & Care* • Certificate III Information, Digital Media and Technology* • Certificate III Design Fundamentals* • Certificate ll Salon Assistant • Certificate II Tourism and Certificate lll Events* • Certificate II Health Services Assistance • Certificate II Kitchen Operations • Certificate II Rural Operations (Horticulture Stream) • Certificate II Engineering • Certificate II Retail Cosmetics*

The above course list is a selection of courses available through TAFE at School. For further information about TAFE programs through school please go http://www.tafeqld.edu.au/courses TAFE enrolment applications will need to be completed by the end of Term Three and given to Ms Anthea Gray, VET Coordinator for submission.

PrivateTrainingProviders

Unity College (RTO 32123) – Certificate IV in Crime and Justice* Foundation Education (RTO 22557) – Online courses available* SchoolBasedTraineeshipsandApprenticeships(SBA’s)

SBA’s are available to any interested student. Please see SBA section at the front of the handbook for further information.

*Additional fees apply

• Please note: These courses are correct at time of printing, however this is subject to change.

Wendy Cudd Academic SecretaryPh: 07 4631 0868 E: [email protected]

Kay Gleeson Deputy PrincipalPH: 07 4632 7611 E:[email protected]

year 1112 subject handbook 2019-2020 · • an integrated service and justice approach including a...

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